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College CSIP (2013 - 2014)

Vision, Mission, Goals

Collaborative Relationships

Learning Environment

Curriculum and Instruction

Professional Development

Monitoring and Accountability

View APR student achievement data

View National Assessment of Educational Progress (NAEP)

Iowa Assessments Standard Error of Measurement

Vision, Mission, Goals

1) Is the district accepting Early Intervention funding to be spent on K-3 reading and math?

Yes

1. What are the district's goals related to K-3 reading or mathematics?

Reading The following data was collected at the conclusion of the 2012-2013 school year for state classroom diagnostic usage and Early Intervention Block Grant Reporting. The College Community School District assessed all students in grades K-3.

Kindergarten Kindergarten students are assessed on the Phonemic Segmentation Fluency (PSF) assessment through DIBELS Next in the winter and spring assessment windows.

Goal: 80% of all kindergarten students will score at the Independent level for phonemic segmentation (PSF) as measured by the DIBELS Next Phonemic Segmentation Fluency assessment.

First, Second, and Third Grade Diagnostic Reading Assessment (Basic Reading Inventory - BRI)

Students in grades 1-3 are assessed three times per year using a grade level passage on a one-to-one read aloud administration. Students in grades 1, 2, and 3 are measured on accuracy, fluency and comprehension on these assessments. We do not collect fluency data in the fall of first grade. Scores are used to determine if students are Independent at Grade Level for fluency and comprehension. Students must read the passage with better than 90% accuracy and have a comprehension score that is 85% or better. Fluency must fall at the 50th percentile or

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above.

Goal: 80% of all district students in grades 1-3 will score at the Independent Level for comprehension nd fluency on a Grade Level passage.

2) Is the district accepting Early Intervention funding to be spent on class size reduction?

Yes

1. What are the district's class size goals for each grade K through 3?

Goal: To reduce class sizes in the College Community School District in grades K, 1, and 2. The goal for K is 22, for 1st grade is 22 and for 2nd grade is 24.

It is the goal of the College Community School district to reduce average class sizes in grades K, 1, and 2 to the class size goals indicated in the goal statements. As data indicates, as a growing district, CCSD has average class sizes above the desired district goals. The district class size reduction funds provides 1 additional teacher at the K, 1, and 2nd grade levels. Without class size reduction funds, the average class size in each grade level would increase on average 2 students per section, further distancing the district from its targeted class size goals.

3) What activities are in place for K-3 students to achieve a higher level of success in the basic skills?

o Title One program for students in grades 1 and 2 o At-Risk Tutoring program for students needing additional

intervention support for either reading or math o Students served with small group and/or one-on-one

intervention through the General Education Intervention Plan (GEI) for reading, math, and/or writing

o Teachers share students between classrooms for flexible, small group reading instructionExplicit direct instruction to teach specific skills and complex thinking processes for both reading and mathematics

o Targeted support for students during independent practice in reading/math

4) What diagnostic assessment tools does your district use in each of grades K, 1, 2, 3 to assist teachers in measuring reading accuracy and fluency skills, including but not limited to phonemic awareness, oral reading ability, and comprehension skills?

Kindergarten – All Students

Letter ID -Fall- All, For those who need it: Winter + Spring (classroom teacher collects this data as needed)

Letter Sounds -Fall-All, For those not proficient –Winter and Spring (classroom teacher collects this data as needed)

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DIBELS FSF- Fall-All, For those who need it-Winter, No Spring

DIBELS LNF – Fall-All, Winter and Spring (optional for those not proficient)

Writing Spree – Spring-All

DIBELS PSF – Winter-All, Spring- for those not proficient

2. First Grade

Writing spree – Fall All

Dictation – Fall -All

Letter ID- Fall –All; then Title I only – As needed

Sight words – Pink List Fall and then progress with Title students

Letter sounds- Fall- All; Then Title I only – as needed

DIBELS PSF – Fall (all), Winter and Spring for all as needed

DRA (for Title One students only)

Fall - Instructional – All (up to Level 14 or BRI 1.0; then stop)

BRI

Winter – BRI 1.0-All – Instructional (Title 1 kids only) - collect comprehension and fluency data

Spring – BRI 1.0 -All – Instructional (Title 1 kids only) – collect comprehension and fluency data

3. Grade 2

DIBELS PSF as needed (generally only for new students)

Sight words- Fall- All students not instructional at 2.0, then Title I only

BRI

Fall, 2.0 BRI - Instructional optional Except for Title I (DRA)

Winter- 2.0 BRI (all), Instructional (Title 1 kids only)

Spring – 2.0 BRI (all), Instructional (Title I kids only)

4. Grades 3-4

Fall – Grade level passage, (Accuracy, fluency, comprehension for both)

Winter – Grade level passage, Instructional optional

• Spring – Grade level passage

5) What are the district's measureable, long-range goals to address improvement in reading?

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All K-12 students will achieve at high levels in literacy (reading comprehension and writing). LRG1, MCGF3, AR6, EIG1 The following indicators will measure district progress on Goal 1. 1a. 100% of students in all subgroups who meet District No Child Left Behind trajectory targets in reading comprehension 1b. 100% of students in grades 1-4 who are independent readers at grade level on the Basic Reading Inventory (BRI) 1c. 80% of all students in grades 2-11 will meet or exceed their growth rate target in reading comprehension as measured by Measures of Academic Progress (MAP) 1d. Average student performance in grades 4, 6, 8, & 11 will meet or exceed standard score growth norms on the Iowa Assessments 1e. 100% of students will meet or exceed their building’s annual measurable objective in reading comprehension grades 3-8 1f. 80% of all students will be proficient in writing as measured by the district writing assessment and rubric 1g. 50% of students will be in the high achievement level on IOWA ASSESSMENTS grades 4, 8, 11 1h. 90% of students will be proficient per designated literacy course standards and benchmarks and team/teacher’s assessment plans grades 7-12

6) What actions does the district have in place to address the improvement of curricular and instructional practices for obtainment of annual and long-range goals in reading?

ANNUAL

We engage teachers in the following professional development areas of focus for the obtainment of annual improvement goals in reading: 1) K-12 teachers will design standard-based and concept-oriented instructional units with emphasis on rigor and relevance. 2) Continue best practice professional development on Characteristics of Effective Instruction with the emphasis on Assessment For Learning and using formative assessment data to drive instructional decisions. 3) In the area of writing, we reinforce the importance of teacher modeling, guided practice, student self and peer assessment using the district writing rubric. The Writing Task Force analyzes district writing data, Iowa Core alignment and continues to reinforce authentic literacy for content learning and deep understanding. 4) Teachers engage in professional development follow up experiences to ensure a high level of implementation to impact student learning. (job-embedded) 5) Teacher collaboration teams meet weekly to participate in processes to develop, implement, and analyze common formative assessments through the use of the continuous improvement cycle

6) Teachers iteratively engage in analyzing students' learning needs in efforts to implement the Response to Intervention Model

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LONG-RANGE

CCSD has established learning opportunities among all teachers to address both curriculum and instructional practices in Reading: Curriculum review and alignment •Conducted curriculum review and curriculum alignment sessions during summer •Established a process to unpack learning standards and then prioritize what is essential (power standards) •Developed district-wide unit design framework • Established Teacher Practice Profile (Rubric for best practice) for concept based-curriculum design Instructional Practice •Professional development focuses on concept-based unit design to align with the prioritized/unpacked standards •Monthly teacher collaboration time focused on unit design and teacher reflections •Collect and analyze implementation data based on the established success criteria • Engage teacher teams in analyzing cause and effect data (What causes student learning?) • Implement instructional strategies such as explicit instruction, think aloud and assessment for learning

• Scale up and standardize RTI practices throughout the district

7) What are the district's measureable, long-range goals to address improvement in mathematics?

All K-12 students will achieve at high levels in mathematics. (LRG2, MCFG3, AR6, EIG1) The following indicators will measure district progress on Goal 2. 2a. 100% of school site’s subgroups will meet District No Child Left Behind trajectory targets in math 2b. 80% of all students in grades 2-11 will meet or exceed their growth rate target in math as measured by Measures of Academic Progress (MAP) 2c. Average student performance in grades 4, 6, 8, & 11 will meet or exceed standard score growth norms on the Iowa Assessments 2d. 100% of students will meet or exceed their building’s annual measurable objective in math grades 3-8 2e. 50% of students will be in the high achievement level on IOWA ASSESSMENTS grades 4, 8, 11 2f. 90% of students will be proficient per designated math course standards and benchmarks and team/teacher’s assessment plans grades 7-12

8) What actions does the district have in place to address the improvement of curricular and instructional practices for obtainment of annual and long-range goals in mathematics?

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ANNUAL

We engage teachers in the following practices/actions for the obtainment of annual improvement goals in mathematics:

i. K-12 teachers will design standard-based and concept-based instructional units with emphases on rigor and relevance.

ii. Continue best practice professional development on Characteristics of Effective Instruction with the emphasis on Assessment For Learning and using formative assessment data to drive instructional decisions.

iii. Teachers engage in professional development follow up experiences to ensure a high level of implementation to impact student learning. (job-embedded)

iv. Teacher collaboration teams meet weekly to participate in processes to develop common formative assessments through the use of the continuous improvement cycle

v. Conduct consensus mapping process to establish K-12 power standards in mathematics through process to unpack and prioritize power standards

vi. Use pre and post formative assessment data to adjust instruction focusing on essential concepts and skills.

vii. Implement research based strategies including problem-based learning, meaningful distributive practice and assessment for learning.

viii. Align essential Mathematics concepts and skills for all learners 5-12 through unit design with the emphasis on critical thinking and problem solving.

LONG-RANGE

CCSD has established learning opportunities among all teachers to address both curriculum and instructional practices in Mathematics: Curriculum review and alignment •Conducted curriculum review and curriculum alignment sessions during summer •Established a process to unpack learning standards and then prioritize what is essential (power standards) •Developed district-wide unit design framework • Established Teacher Practice Profile (Rubric for best practice) for concept based-curriculum design Instructional Practice •Professional development focuses on concept-based unit design to align with the prioritized/unpacked standards •Monthly teacher collaboration time focused on unit design and teacher reflections •Collect and analyze implementation data based on the established success criteria • Engage teacher teams in analyzing cause and effect data (What causes student learning?) • Implement instructional strategies such as problem-based learning, meaningful distributive practice, writing to learn and assessment for

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learning.

9) What are the district's measureable, long-range goals to address improvement in science?

3a. 100% of school site’s subgroups will meet District No Child Left Behind trajectory targets in science 3b. 100% of students will meet or exceed 1.0 grade level equivalent growth on the Iowa Assessments 3c. Average student performance in grades 4-8 will meet or exceed standard score growth norms on the Iowa Assessments 3d. 100% of students will be proficient on District Science tests grade 8-10 3e. 90% of students will be proficient per designated science course standards and benchmarks and team/teacher’s assessment plans grades 7-12 3f. 50% students will be in the high achievement level on the Iowa Assessments grades 4, 8, 11

10) What actions does the district have in place to address the improvement of curricular and instructional practices for obtainment of annual and long-range goals in science?

ANNUAL

We engage teachers in the following practices/actions for the obtainment of annual improvement goals in science:

i. K-12 teachers will design standard-based and concept-based instructional units with emphases on rigor and relevance.

ii. Continue best practice professional development on Characteristics of Effective Instruction with the emphasis on Assessment For Learning and using formative assessment data to drive instructional decisions.

iii. Teachers engage in professional development follow up experiences to ensure a high level of implementation to impact student learning. (job-embedded)

Our Science goal for the 2012-2013 is improvement of percent proficient in grades 4, 6, 8 and 11 from the previous year with an emphasis upon research-based instructional practices related to science inquiry. Once again, Writing to Learn strategies and concept-based unit design will be implemented by all science teachers to increase student engagement and high level thinking.

LONG-RANGE

CCSD has established learning opportunities among all teachers to address both curriculum and instructional practices in Science: Curriculum review and alignment •Conducted curriculum review and curriculum alignment sessions during summer

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•Established a process to unpack learning standards and then prioritize what is essential (power standards) •Developed district-wide unit design framework • Established Teacher Practice Profile (Rubric for best practice) for concept based-curriculum design Instructional Practice •Professional development focuses on concept-based unit design to align with the prioritized/unpacked standards •Monthly teacher collaboration time focused on unit design and teacher reflections •Collect and analyze implementation data based on the established success criteria • Engage teacher teams in analyzing cause and effect data (What causes student learning?) • Implement instructional strategies such as inquiry based questioning, problem-based learning, writing to learn and assessment for learning

Collaborative Relationships

11) Describe the district's major education needs and how the district has sought input from the local community at least once every five years about these needs.

CCSD has established the following major education needs:

o raising student learning and achievement through improvement of instructional/unit design

o reduce achievement gaps among special population subgroups (ELL, GT, low-SES)

o incorporating more digital learning experiences and ways of thinking within teaching and learning experiences

o improving parental involvement/communication between home and school to positively impact students' learning and achievement

CCSD has established our district's SIAC committee (community members, business leaders, teachers, administrators) for a main purpose to provide monitoring over time of our district's locally determined student learning goals as well as our state's long term indicators. This input is sought from SIAC members each year. In addition, the SIAC team makes specific recommendations to improve upon locally determined student learning goals.

12) Describe the district’s student learning goals (general statements of expectations for all graduates) and how the district has sought input from the local community at least once every five years about these goals.

CCSD's SIAC team meets four times a year to set goals, monitor progress and make recommendations to the Board for school improvement. During these meetings, we share best practice research, analyze school improvement data, conduct small and large group discussions about these data and reach consensus about next step actions. At this

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point, the following school learning goals have been established: Academic Achievement Goals:

o 90% students will meet the NCLB proficiency standards o 80 % of students are proficient on writing, as measured by the

district writing assessment tool. o 80% of 1st - 4th grade students are proficient on the Basic

Reading Inventory o 80% of kindergarten students are proficient on DIBELS o 75% of students are meeting growth target on MAP

Growth Goals:

o 75 % of the IEP, ELL and Gifted and Talented students will meet the fall to spring growth projection as measured by MAP

o 80% of K-12 students receiving intervention services will be “At Standard” (K-6) in Reading and Math or receive a passing grade (7-12) in English, Math, Social Studies, and Science.

o The proficiency gap between the SES group and the total population will decrease by 10 % from the previous year in Reading and Math (Grades 4,6,8,10)

Digital Learning Goals:

o 80% of students will be proficient using the district digital literacy common assessment at 4th, 6th, 8th & 10th grade

Learning Environment

13) What are the district's goals that support the incorporation of multicultural and gender fair curriculum into the educational program?

We have several curriculum councils working on multicultural and gender fair considerations. They are Counselor Council, Health and wellness council, Careen Tech Council, core curriculum councils, World Language Council, and ELL Council. As they conduct curriculum alignment, they use the Iowa Core standards to guide them in this area. When we conduct textbook adoptions, multicultural and gender fair is one of the selection criteria we use to ensure our adopted curriculum is aligned with best practice. When we conduct program evaluations on CTE results, we look into the gender balance and set annual goals on program evaluation. Even with the above attention, we believe we are not doing a very good job in this area. As we conduct our site visit in 2013-14, we should set a new goal and make it more explicit in the next cycle of comprehensive improvement plan.

14) Does your district offer any online courses?

Yes

1. Please provide a description of your online curriculum.

Currently, only the on-line courses we provide are Platos system. These courses are used mostly for credit recovery. Students who failed

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courses in both regular 9-12 schools and in the alternative school settings are given the opportunity to use the Plato system to catch up during teh school day and/or during summer sessions.

Curriculum and Instruction

15) By law, local standards are to be identical to the Iowa Core Standards in literacy. What steps is the district/school taking to ensure that the standards are being implemented in literacy?

Over the past years, CCSD has undergone a significant transformation in relation to the ICC. Through a process of rigorous curriculum design, the critical masses (staff) have engaged in a unit design course of action beginning with prioritized standards. These actions have resulted in unit plans, for each grade level and content area grades K-12, operationalizing teaching and learning segments for each standard or cluster of standards. The work is in a constant state of revision driving a continuous improvement cycle necessary for educational reform. Other measures include the following:

o CCSD stakeholders have regularly engaged in ICC learning through committee and council forums for job-embedded work in relation to the teaching and learning process. These forums consist of the SIAC, Oversight Council, Digital Learning Council, Literacy Council, Math Council, and Science Council and are scheduled to meet throughout the school year for system improvement, viability of curriculum, and for monitoring purposes.

o Continued efforts, district-wide, surrounding curricular mapping. These efforts ensure we have a strong correlation between intended and enacted curriculum as well as in offering guaranteed and viable academics for learners.

o Resources have been under examination to ensure we have tight alignment to the ICC. Currently we are in the process of working on a new reading adoption for the upcoming year.

o Operationalizing a Balanced Assessment Framework, with a heavy focus on formative assessment, designed to offer the building and district predictive validity; hence leading to a more responsive system in terms of iterative improvement. This process utilizes UBD principles and ensures the ICC is guaranteed and viable to all learners.

o Implementing a rigorous Response to Intervention system. This practice ensures, not only the viability of the standards, but CCSD’s commitments to increasing students proficiency levels for each of the concepts and skills embedded in the essential learning targets.

o CCSD Literacy Council has commenced work in the development of proficiency scales for all literacy courses.

o Scaling up the Data Teaming process. This mechanism provides the system, at the building and district levels, evidence of proficiency levels necessary for system accountability as related to standards. In addition, it incorporates the Assessment for Learning principles.

16) By law, local standards are to be identical to the Iowa Core Standards in mathematics. What steps is the district/school taking to ensure that the

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standards are being implemented in mathematics?

Over the past years, CCSD has undergone a significant transformation in relation to the ICC. Through a process of rigorous curriculum design, the critical masses (staff) have engaged in a unit design course of action beginning with prioritized standards. These actions have resulted in unit plans, for each grade level and content area grades K-12, operationalizing teaching and learning segments for each standard or cluster of standards. The work is in a constant state of revision driving a continuous improvement cycle necessary for educational reform. Other measures include the following:

o CCSD stakeholders have regularly engaged in ICC learning through committee and council forums for job-embedded work in relation to the teaching and learning process. These forums consist of the SIAC, OversightCouncil, Digital Learning Council, Literacy Council, Math Council, and Science Council and are scheduled to meet throughout the school year for system improvement, viability of curriculum, and for monitoring purposes.

o Continued efforts, district-wide, surrounding curricular mapping. These efforts ensure we have a strong correlation between intended and enacted curriculum as well as in offering guaranteed and viable academics for learners.

o Resources have been under examination to ensure we have tight alignment to the ICC. Currently we have new math materials, and are in the process of working on a new reading adoption for the upcoming year.

o Operationalizing a Balanced Assessment Framework, with a heavy focus on formative assessment, designed to offer the building and district predictive validity; hence leading to a more responsive system in terms of iterative improvement. This process utilizes UBD principles and ensures the ICC is guaranteed and viable to all learners.

o CCSD Math Council has commenced work in the development of proficiency scales for all mathematics courses.

o Implementing a rigorous Response to Intervention system. This practice ensures, not only the viability of the standards, but CCSD’s commitments to increasing students proficiency levels for each of the concepts and skills embedded in the essential learning targets.

o Scaling up the Data Teaming process. This mechanism provides the system, at the building and district levels, evidence of proficiency levels necessary for system accountability as related to standards. In addition, it incorporates the Assessment for Learning principles.

17) By law, local standards are to be identical to the Iowa Core Standards in science. What steps is the district/school taking to ensure that the standards are being implemented in science?

In addition to the measures described in questions #1346 and #1347, CCSD is reviewing, revising, and analyzing results of our K-12 science curriculum through our district Science Council. Actions include:

o Reconfiguring our current resources (Vast FOSS)

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o Redesigning our curricular mapping to more tightly align and conform to the ICC/NGSS

o Integration work, with a focus on transfer of learning principles, embedded in our Unit Design/Planning process in efforts to teach and learn utilizing a unified approach

18) By law, local standards are to be identical to the Iowa Core Standards in social studies. What steps is the district/school taking to ensure that the standards are being implemented in social studies?

In addition to the measures described in questions #1346 and #1347, CCSD is reviewing, revising, and analyzing results of our K-12 SS curriculum through our district Science Council. Actions include:

o Mapped the K-12 SS standards utilizing our curriculum mapping system

o 5-12 determined prioritized standards (coded) o Unpacked and wrote priortiized learning targets o Currently working increasing rigor levels o Integration work, with a focus on transfer of learning principles,

embedded in our Unit Design/Planning process in efforts to teach and learn utilizing a unified approach

19) By law, local standards are to be identical to the Iowa Core Standards in 21st century skills. What steps is the district/school taking to ensure that the standards are being implemented in 21st century skills?

In addition to the measures described in questions #1346 and #1347, CCSD is reviewing, revising, and analyzing results of our K-12 offerings, for the ICC 21st century skills, through our district Digital Literacy Council, Oversight Council, and SIAC Committee. Actions include:

o Reconfiguring our course offerings to comprehensively implement, across the K-12 system, 21st century skillsets outlined in ICC

o Integration work, with a focus on transfer of learning principles, embedded in our Unit Design/Planning process in efforts to teach and learn utilizing a unified approach

o Collecting 21st century skill assessment data to be analyzed for a continuous cycle of improvement, programing efficacy, and in accountability reporting to the state.

Professional Development

20) How does the district ensure that professional development activities are aligned with its long-range student learning goals?

CCSD designed a three-tier structure to ensure that professional development and student learning goals are fully aligned.

o Community Level: The Board along with SIAC Committee work together four times a year to make the overarching recommendations for long term improvement directions. We also review data annually to celebrate progress and to refocus our next leve or work.

o District level: An Oversight Team is formed to translate SIAC

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recommendations into SMART goals. The Oversight team conducts progress monitoring sessions throughout the school year, using both cause and effect data.

o School level: Building leadership teams and principals build school improvement plans based on a common template. The template guides principals to review CSIP and APR goals, professional learning data and student achievement data to determine appropriate school goals and committments. To support principals growth, we also conduct cross building instructional rounds and IPI visits to collect artifacts and data about school improvement.

21) What research-based staff development practices does the district have in place?

Instructional Strategies Currently Used in the District are:

o Professional Learning Communities serve as the foundation of the continuous improvement cycle individually and collectively.

o All instructional strategies in the district are supported by well documented research such as “Balanced Literacy”, “Every Child Reads”, “Inquiry-based Science” and “Problem-based Math”. To implement these best practice strategies, our AEA content-specific consultants work closely with the district leaders and teacher teams to strive for implementation fidelity and reliability.

o District selected strategies included “Explicit Instruction” (Rosenshine), Writing to Learn (Adolescent Literacy), Write Tools (Explicit Instruction and Scaffolding), Assessment for Learning strategies (Rick Stiggins) and Curriculum Alignment (Guaranteed and Viable Curriculum – Marzano) through Curriculum Mapping (Heidi Jacob).

o The curriculum alignment initiative is based on the research from Total Instructional Alignment (Lisa Carter), Concept-Based Design (Lynn Erickson) and Iowa Core Curriculum (Content, instruction and assessment alignment)

o To ensure deep implementation (Douglas Reeves) of the above instructional strategies, our school data team and administrators collect teacher implementation data and classroom walkthrough data to plan professional development programs. Both student achievement data and implementation data are analyzed to formulate improvement decisions (Iowa Professional Development Model).

22) Describe the district's (CSIP and DINA)/building's (SINA) plan for professional development, specifically focusing on curriculum, instruction, and assessment that targets student achievement. When a district is selected answer at the district level, when a building is selected answer at the building level.

CCSD focused on the following key components for effective professional development for all teachers: •Concept-Based Unit Design (using the curriculum mapping process/Atlas-Rubicon mapping software to document a guaranteed and viable curriculum for all students as well as the process used to establish power standards and sequence of instruction

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•Assessment for Learning strategies (clear learning targets; examples of weak and strong work along with success criteria to demonstrate what quality work looks like; and providing effective feedback) •creating common formative assessments through a continuous improvement cycle to include the following steps: 1) identify targets of assessments (including the process we used to create power/priority standards for content standards) 2) design formative and summative assessments & determine which will be common 3) instruct and conduct ongoing assessment 4) monitor for learning of individual and collective results 5) tally and review common formative assessment results 6) revise curriculum, instruction, and assessments as needed *a process to provide intervention supports for students who need additional support was built in to this improvement cycle

23) How do the district's professional development learning opportunities align with the Iowa Teaching Standards?

CCSD's three areas of focus (concept-based unit design, assessment for learning strategies, and the continuous improvement cycle to create common formative/summative assessments) are aligned with the Iowa Teaching Standards in the following ways:

o demonstrates competence in planning and preparing for instruction (unit design and lesson design)

o uses strategies to deliver instruction that meets the needs of multiple learning needs of students (results from quality unit design that focuses on rich concepts to push students' thinking forward and to higher levels of thinking)

o uses a variety of methods to monitor student learning (creating common formative assessments to incorporate within unit design)

o engages in professional growth o fulfills professional responsibilities established by the school

district (all teachers will work collaborative in teams to implement the continuous improvement cycle within their curriculum, instruction, and assessment)

o demonstrates ability to enhance academic performance and support for and implementation of the school district's student achievement goals (teachers analyze student achievement data in order to create common formative and summative assessment to gauge student learning towards specific learning targets created through our curriculum mapping process which is rooted in the Iowa Core Curriculum)

o demonstrates competence in content knowledge appropriate to the teaching position (concept-based unit design focused on enhancing students' learning through the exploration and study of connected concepts)

o demonstrates competence in classroom management (using assessment for learning strategies directly relates to holding high expectations for students and their learning and works to improve classroom climate because students are co-owners in the learning process)

24) Describe how the district uses data analysis (goals, student

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achievement data, and other data) to guide professional development, including professional development supporting the implementation of the Iowa Core. Include specific activities, resources, and timelines.

FY 2013 Activities: 1. The Oversight team examines the self-study reports throughout the year in addition to year-end student achievement data before we set the SMART goals. 2. The professional development goals include both teacher implementation goals and student achievement goals at both the district and school levels. 3. Cadre members and administrators collaborate to identify, plan and facilitate professional development needs at the building and district levels. 4. Administrators and building staff analyze and disaggregate student achievement data to share with various district groups in a pre-determined schedule. 5. Teacher participation and engagement in professional learning opportunities is monitored through administrative observations and instructional rounds. 6. Implementation of ICC by staff monitored and assessed through teacher evaluations, administrative walk-throughs, instructional rounds and curriculum design. 7. Teacher and administrators’ feedback was used to design quality professional development sessions to include both concept-based unit design, Assessment for Learning, and the continuous improvement cycle.

8. Teachers use a self-reflective tool called the Teacher Practice Profile for both Assessment for Learning and Unit Design to analyze growth towards SMART Goals and to determine next steps at the building level for improved implementation.

9. Teacher teams use a protocol called "Analyze Student Work" to examine student learning formatively.

FY 2012 Resources: 1. Professional development days 2. Teacher substitute days 3. Planning and design meetings 4. Oversight meetings 5. SIAC meetings 6. Cadre meetings 7. DE website information 8. GWAEA personnel 9. Books and professional literature 10. External consultant services 11. PD Design Team 12. Teacher Practice Profile for Unit Design and Teacher Practice Profile for Assessment for Learning FY 2013 Timeline: On-going based on the PL schedule and the Leadership meeting schedule

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25) Describe how professional development, including professional development supportive of the implementation of the Iowa Core, contains all the elements of effective professional development for student achievement (theory, demonstration, practice, observation, reflection, collaboration, mentoring, and peer coaching). Include specific activities, resources, and timelines.

FY 2013 Activities: 1. TQ team meets four times a year to review the district TQ policies and practices. 2. The Oversight team analyzed the connections between district PL structures and the IPDM. 3. Teacher and administrative leadership teams build a common vision by unpacking the Teacher Practice Profile for Unit Design and implementing this self-reflective tool created at the district level to improve teacher implementation of effective unit design. 4. Professional development models the use of effective facilitation skills for adult learners 5. Student achievement and implementation data is used to design district and building professional development. 6. Professional development data is collected and analyzed by cadres and Oversight Team following each professional development day. 7. Administrators and building leadership teams examine planned and enacted curriculum using the Teacher Practice Profile for Unit Design which is used by all district teachers. 8. Administrators and teachers participate in instructional rounds 3-4 times per year. FY 2013 Resources 1. Professional development days 2. Teacher substitute days 3. Planning and design meetings 4. Oversight meetings 5. SIAC meetings 6. Cadre meetings 7. DE website information 8. GWAEA personnel 9. Books and professional literature 10. External consultant services 11. PD Design Team 12. Instructional Rounds materials FY 2013 Time Line On-going and annual

26) How does the district ensure that professional development includes all K-12 teachers responsible for instruction?

CCSD's overall professional development focus has been broad-based and transferable for all K-12 teachers. They are: • Concept-Based Unit Design • Assessment For Learning • Writing to Learn or Learning to Write (Literacy for all) • 21st Century Skills integration

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The district professional development team consists of GW consultants, central office administrators and representatives from school buildings. We design the PD content and structure based on staff input and data analysis. We work closely with building leadership teams to ensure alignment of professional learning and school improvement needs. It is up to the building leadership teams to personalize professional development for their staff. Each school establishes distributive leaders such as grade level chairs or department chairs to guide team's work. The teams engage teachers in personalized learning via small group discussion, peer coaching/peer review, analyzing student work, tuning protocols etc to ensure all teachers have the opportunity and commitment for best practice implementation.

27) Who are the district's approved professional development providers?

o District Personnel (ESC, Administrators, Teachers, Coaches, Cadre Teams, etc...)

o Grant Wood AEA consultants o purchased consultants from Solution Tree o national consultant for curriculum work (Susan Udelhofen) o certified CORI (Concept-Oriented Reading Instruction) trainers o Digital Learning expert

28) Describe the district's sustained professional development related to the integration and effective use of technology for teachers, principals, administrators, and school media library personnel.

In the 2012-13 school year, the district selected 19 teachers from all levels to act as digital literacy trainers. These trainers produced two exemplary instructional units (unit must score proficient on the ISTE standard number 2 rubric). Lessons from these units demonstrated at professional learning sessions throughout the year. In addition, each trainer was tasked with creating one online tutorial for digital literacy as well as designing and teaching at least one after school professional learning session on digital literacy. These trainers received training from Apple professional development personnel as well as other out of district consultants. All teachers at CCSD completed a self-reflection on the rubric for ISTE standard number two Designing Digital Age Learning Experience, and complete a staff survey. The SIAC goal was that 80% of all teachers will score as proficient on this rubric. The survey revealed an implementation dip for this year, necessitating additional supports to increase proficiencies.

For the 2013-14 school year, we are scaling up these efforts to work toward our SIAC goal of 80% proficiency. Additional trainings will be offered, increased coherence and clarity building around technology and Digital Literacy, and ongoing work around the infusion of technology into the teaching and learning process will be the expectation across the district.

Monitoring and Accountability

29) How does the district monitor goal attainment for individualized education programs (IEPs)?

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Every teacher will complete a district form during the annual IEP review process that indicates whether or not the child has met his/her goals; The data will be collected on the type of goal , goal met and goal area continued/goal met and goal area discontinued or goal not met and continued as written or goal met and goal area continued with adjusted criteria.

30) What evidence-based activities does the district have in place designed to improve individual student performance resulting from the provision of special education?

Three times per year, the Student Services Director will develop structures/processes by convening a group of special education teachers at each building to review individual student progress monitoring data and MAP data and/or common assessments if available. The teachers will then determine what additional time/support/resources are needed based on the data. Additionally, targeted special education teachers are participating in LETRS Training, Behavior Focused Supports led by the Autism Center of the University of Iowa, and the Early Literacy Project)

31) How does the district evaluate its at-risk program?

We established goals for each of the following intervention programs and make it part of our SMART goals. We examine data each trimester and conduct annual reports at the June SIAC meeting.

o 80% of K-12 students receiving intervention services will be “At Standard” (K-6) in Reading and Math or receive a passing grade (7-12) in English, Math, Social Studies, and Science. Fs are not at standard. As, Bs, Cs and Ds are at standard.

Grades 7-12: 9th and 10th Transition Program (Named 540 Program) Intensively supported math class (Algebra and Geometry expanded into three semester) Success Center (High School) Learning Resource Center (Middle School) Credit Recovery Program (9-12) Alternative High School (10-12) Kirkwood High School Completion Learning Strategies - Reading (Middle School) Learning Strategies - Math (Middle School) Grades K-5: At standard is defined as marked “At Standard” on the report card (for K-5) Intervention services are defined as: K-5 students on supplemental and intensive plans started between August 1st and December 31

i. Supplemental and Intensive Support to students identified via RTI practice

ii. Intensive Tutoring Program

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32) How does the district evaluate its dropout prevention programs for returning and potential dropouts?

The district collects data aligned with District Goal SIAC Goals to monitor how each at risk/drop out prevention program is supporting students. The district has three levels of intervention to support at risk students in the secondary schools: 1) academic support through supplemental instruction, social emotional supports, and tutoring in a Learning Resource Center (grades 7-9) and Success Center (grades 10-12) 2) credit recovery options in the middle school and high school through direct instruction as well as online coursework (PLATO) 3) alternative programming at an Alternative High School as well as Kirkwood Resource Center. The at risk team meets at least four times a year and monitors the three levels of intervention data as a system and adjusts programming accordingly. (For example, we are adding a teacher to the Alternative High School specifically to serve 9th and 10th grade students in a blended program between the general or regular education environment and the alternative environments. That decision was made based on three years of data collection of 9th and 10th grade at risk students.) The at risk team is composed of LRC and Success Center staff, guidance counselors, and secondary administrators. That team uses an RTI framework to analyze data and make decisions about programming for students.

33) How does the district evaluate its gifted and talented program?

Our district's gifted and talented program has adopted the following goals for our gifted and talented programming:

o 75% of gifted and talented students will meet or exceed their growth targets in Reading and Mathematics as measured by the MAP (Measures of Academic Progress) assessments.

o 100% of gifted and talented students will set academic growth goals which will be communicated to parents/guardians at least once per year.

o 100% of parents of gifted and talented students will receive communication regarding program structure and plans to meet their child's individual needs

o Specific measurement tools we use to collect data to inform our GT program's overall effectiveness include:

o Measures of Academic Progress (MAP) assessments for both reading and mathematics

o goal setting documents found within the PEP (personal education plan) and communicated with students' parents

o staff survey results (administered in the spring through google docs to determine staff needs regarding additional professional development in the area of gifted and talented education

We conduct program evaluation on an annual basis. In the current year, we identified the following two goals for improvement for the 2013-2014 school year:

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i. Provide more staff professional development to general education teachers to improve their ability to meet diverse needs for students through differentiations

ii. Focus on answering the question: "How do we effectively measure student achievement?"

A small team from the teachers of gifted and talented is responsible for planning, meeting, and finally sharing program evaluation results with the Board of Education each May. They present the Board with pertinent data to show the overall effectiveness of the gifted and talented program and share recommendations for improvement.

34) All districts are required to upload a current (2014) ELL Plan (Word or pdf file). Districts may also choose to use the new Lau (ELL) Plan template to update a (2014) ELL plan as an additional upload.

35) Will the district receive services under Title III in (current_school_year), either as a direct subgrantee or though an AEA consortium?

Yes

1. Describe the professional development that is provided to improve curriculum, instruction, and assessment for Limited English Proficient children.

i. Members of the ELL team attend the annual Iowa Culture and Language Conference, Our Kids Learning Institute, and all ELL training offered through the AEA. This information is shared with the ELL team, mainstream teachers, and administrators.

ii. We have a member of the ELL team on the SIAC Committee, Power Standards work, CADRE.

iii. The ELL team provides a district training to teachers to improve their instruction through researched ELL strategies.

iv. The ELL team works directly with mainstream teachers who serve ELL students. They provide ELL strategies that help all students, assessment accommodation information, and information to meet the needs of ELL students in the mainstream classroom.

v. Collaboration with mainstream teachers, ELL teachers, and specialist on a regular basis. *Annual professional learning training offered to all teachers (K-12) in district on ELL strategies

vi. Annual professional learning training offered to all teachers (K-12) in district on ELL strategies

2. How does the district annually assess the English proficiency of limited English proficient students?

Students are identified using the home language survey. If students identify a langauge other than English, they are tested using the IPT or the TELPA. Once a student enters our program, they are tested annually using the I-ELDA. The I-ELDA scores, NWEA MAP scores, Iowa Assessments, classroom performance and other district assessments

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help determine the academic need for services. We analyze the scores of all summative assessments and classroom performance to determine level of intervention needed. If determined to be proficient, students are monitored for two years. After proving to be successful independently, students are exited from the ELL program.

3. How does the district ensure that its English language instruction educational program assists LEP students to develop English proficiency?

The ELL team meets annually in May or June to conduct a program evaluation retreat led by the district administrator and a GW ELL consultant. They analyze data and ensure the academic and social needs of the ELL students are met. Using the data, ELL teachers make individual and team goals for the coming year and progress toward the goals is evaluated annually. The program evaluation results are shared with the Board each year. In addition, the ELL team analyzes assessment results to make adjustments in instruction. ELL students are tested using the I-ELDA every spring. Those scores, along with NWEA MAP scores, Iowa Assessments, classroom performance and other district assessments help determine the academic need for services. To ensure a high quality of ELL services, members of the ELL team attend numerous professional learning opportunities. The ELL team incorporates this new learning and provides training to mainstream teachers to improve their instruction with researched ELL strategies. Continuous collaboration, professional development and implementation, and data analysis drive the ELL program and ensures students' needs are met.

36) Describe how the district collects and analyzes data over time to determine the accomplishment of the district's goals.

CCSD collects and analyzes reading, math, and science data to determine percentage of students whom meet proficiency levels. We analyze this data at the building level through leadership teams and their analysis, sharing, and discussion of collected data with building staff. In addition, we also analyze district data with our SIAC group membership and share this analysis with our Board of Education. CCSD also collects and analyzes secondary indicators to include: dropout rates; graduation rates; post-secondary success, etc. These data sources are analyzed annually by secondary school improvement/student services teams and data is shared with the Board of Education and SIAC committee.

37) Describe the district’s long-range needs assessment analysis for all state indicators (reading, math, science, dropouts, seniors intending to pursue post-secondary education, indicators of post-secondary success, graduates completing core program). Analysis means examining the data/information to answer questions about how well students are learning, determining priorities, and focusing instruction.

CCSD uses Iowa Assessment task analysis trends and patterns to determine specific strengths and weaknesses to identify needs in the K-

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12 system. This analysis process happens at the building level when assessment results become available to individual schools. At the system level, a district team called the Oversight Team analyzes the system data and trends to determine areas of focus. CCSD analyzes secondary and post-secondary indicators (EASIER data; student information system; and national clearinghouse on student success/student tracker) data to identify specific needs for improvement at the secondary level. This analysis is shared with and discussed at SIAC meetings in order to draw out conclusions to make next step decisions about future goals. We also conduct annual program evaluations on all programs listed in the C-Plan. This includes mentor induction, ELL, Gifted and Talented, Career Tech/Perkins, Technology, Title I, Special Ed, At Risk/Drop Out Prevention/School Culture etc. Each group is chaired by a district leader and the groups are responsible for a annual board report to talk about goals, progress made and next level of improvement work.

38) Describe the district's long-range needs assessment analysis for locally determined indicators.

In conjunction with our district SIAC committee, CCSD has established the following SMART Goals (locally determined indicators): •improving student achievement through teacher implementation of best practice strategies •narrowing achievement gaps (reading, math, and writing) •increasing percentage of students meeting proficiency levels in digital literacy and teachers infusing digital learning within planning and instruction •along with parents and teachers, students set short and long term academic goals The Oversight Team meets four times a year to analyze our district's growth towards meeting the aforementioned locally determined indicators.

39) Describe the district's long-range needs assessment analysis for locally established student learning goals.

The monitoring of our locally established student learning goals happens in our district Oversight Team. This team specifically analyzes both cause (teacher implementation of best practice) and effect (student achievement) data to determine student needs for the identification and selection of locally established student learning goals. The district's needs analysis information will be used to engage school leadership teams in formulating specific building-based school improvement actions.

40) Please use the link below to select the district-wide multiple assessment(s), other than the required state accountability assessment, that the district used to measure student progress in reading in (2014).

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Assessment Other

BRI - Basic Reading Inventory (a.k.a. – John’s BRI)

DIBELS – Dynamic Indicators of Basic Early Literacy Skills

0ther Iowa Assessment (2-12)

Measures of Academic Progress

41) Please use the link below to select the district-wide multiple assessment(s), other than the required state accountability assessment, that the district used to measure student progress in mathematics in (2014).

Assessment Other

Measures of Academic Progress

42) Please use the link below to select the district-wide multiple assessment(s), other than the required state accountability assessment, that the district used to measure student progress in science in (2014).

Assessment Other

Locally Developed Assess

43) Describe how the district administers district-wide assessments and analyzes results of these assessments for all students (IEP, ELL, FRL, etc.) in reading and mathematics.

In the past Iowa Assessments have been administered each fall to all students in grades 2-11. In the 2013-14 school year, we will be shifting our assessment window to the spring session. Annually, data is compiled and reported for subgroups. Principals analyze their building data to determine success towards meeting this particular goal and include this data analysis within their building improvement plan. Principals also use EdInsight to access data related to subgroup performance. We monitor progress on Iowa Assessments for all students including IEP, ELL, FRL, and GT, annually. This data is reported to the SIAC and Oversight Committee. Gap analysis is conducted both at the building level and the system level for both reading and for math. Our goal is to reduce the gaps by 10% each year. Measures of Academic Progress (MAP) testing is administered once in the fall and once in the spring for all students in grades 2-11 in the areas of reading and mathematics through computer-adapted software. Data is compiled and reported for the following subgroups: ELL, GT, FRL, and IEP. Data is used to determine effectiveness towards meeting district, locally defined goals. The goal for reading and mathematics: 75% of IEP, ELL, and ELP students will meet fall to spring growth projection as measured by the Measures of Academic Progress (MAP). Growth data is collected and analyzed to determine

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effectiveness towards meeting these goals. Annually, building principals analyze their building data to determine success towards meeting this particular goal. At the system level, we also analyze reported data through SIAC and Oversight Team. Basic Reading Inventory (BRI) testing is administered 3 times per year (fall, winter, and spring) to all students in grades 2-4. Strategists compile data and report progress towards goals for all students as well as IEP, GT, ELL, and FRL, to building administrators and to teacher teams. This data is useful in ascertaining progress towards stated goals because the data is reported out by subgroup in comparison to whole class data. In addition, results of growth are shared with SIAC team and Oversight team. The goal for BRI is that 80% of students in grades 2-4 will score at the Independent Level for comprehension and for fluency on a grade level passage. In Kindergarten, students take the Phonemic Segmentation Fluency (PSF) of the DIBELS Next assessments in the winter and spring assessment window period to show proficiency in phonemic segmentation. The goal is that 80% of kindergarten students will score at or above the Independent Level on the PSF. Title One teachers and kindergarten classroom teachers analyze the spring data to determine growth over the year and to make recommendations for the next year's level of support for those students who might need additional intervention. Teachers specifically look at how subgroups (IEP, ELL, FRL, and GT) perform compared to total group performance. These data analyses and reports are made known to our district SIAC team as well as our district Oversight Team.

44) Does the district accept Title II, Part A funds (2014)?

No

1. Describe how the activities funded through Title II, Part A will have a substantial, measurable, and positive impact on student academic achievement.

45) How does the district evaluate its Beginning Teacher Induction and Mentoring program?

CCSD's New Teacher Mentor and Induction Program is monitored by both district and building level administrators. We monitor the program in the following ways:

o The program facilitator visits all mentors four times a year to review mentor logs, answer questions and concerns.

o The program facilitator conducts three way conferences with principal, new teacher and mentors three times a year to gather input and solve problems.

o The program facilitator conducts focus groups with new teachers and mentors annually to gather feedback about program effectiveness.

o Central office administrators provide new teacher best practice workshops four times a year. We gather feedback after each

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workshop and collect artifacts of implementation throughout the year.

o New teachers self-assess implementation of best practice based on established success criteria in mid year and end of year.

o Principals assess new teacher implementation of best practice base on the same success criteria throughout the entire year. A survey will be sent to them to collect summative data about best practice implementation at the end of the school year.

o The Oversight team establishes program goals every five years. Our current goal is that 80% new teachers will design lessons that demonstrate a proficient level of the district's New Teacher Best Practice Profile and that 100% of teachers will design quality instructional unit based on district's Teacher Practice Profile - Unit Design (a rubric). The program facilitator will summarize all data points and report to the Board annually.

46) How does the district evaluate the effectiveness of its district career development plan by analyzing teacher data about the implementation of instructional strategies?

CCSD established a web-based tool for teachers to construct goals and to reflect cause and effect data. This tool is build based on the SMART goal format which is aligned with the way we collect and reflect data at the system and building levels. Teachers have flexibility to set goals that make sense to them as long as they are aligned with the over-arching school improvement goals. In the past few years, CCSD's profesional learning focus are:

o Concept-based unit design o Assessment For Learning o Writing

At the district level, we established SMART goals on effective instruction. Currently, the goals are:

i. 80% of teachers will be at the integrating level on Teacher Practice Profile - AFL (Assessment For Learning

ii. 80% of teachers will be at the proficient level on Teacher Practice Profile - Unit Design (Concept based unit in Ubd format)Each school collects teacher implementation data (Cause data) approximately 4 times a year.

iii. The current writing goal is that 80% of students will be proficient based on the district's writing rubric. We have provided the Write Tool's Training in the past few years. It continues to be a maintenance goal via peer coaching and mentor support. We believe that if we monitor the first two goals (Unit design and AFL), we should be able to analyze the student writing results to see if our implementation of writing instruction is effective or not.

Finally, all above goals and data are shared with the Oversight Team, the Board and at the SIAC committee.

47) How does the district evaluate the effectiveness of its career development plan by analyzing student achievement data?

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CCSD build district and school goals based on both cause and effect data. Cause data is collected as the "teacher implementation" data and the effective data is defined as the following:

o 80% students will be proficient in reading, math and writing o 75% students will meet growth target projection on MAP

(Measurement of Academic Progress) o Reduce achievement gap in all sub groups by 10% o 80% students in the intervention programs are at standard or

making progress toward graduation (credit attainment)

We collect the data in April and May. School leaders use the data to reflect and to set new goals. The Oversight and SIAC team will also examine the data, problem solve and make recommendations to the board to support our next level work.

48) How does the district evaluate the effectiveness of its career development plan by analyzing formative and summative data?

CCSD is currently using the continuous improvement cycle model (from Solution Tree) in all school improvement processes. Each school establishes their reflective cycles which consists of a minimun of four data benchmarks per year. Building leadership teams use weekly team collaboration to share, problem solve and formulate action plans. Data collection consists of both cause and effect data. These are considered our "common formative assessments" and all schools report data in the four Oversight meetings scheduled in each quarter. The Oversight Team analyzes trends and patterns, problem solve and make appropriate adjustments to enhance our overarching improvement process and strategies. The end of year SIAC report is a form of summative assessment for each school and the district.

49) Is the district accepting Perkins funds in (2014)?

Yes

1. How does the district independently evaluate and continuously improve the performance of all of its career and technical education programs?

The CTE programs use several tools to evaluate their program. At the beginning of each year, teachers analyze the DOE Baseline data and compare College Community’s data with the Area 10 Consortium’s. Goals are set for the year and this information is presented to the District’s School Board. Each department has their technical skill assessments approved by an Area 10 Advisory Council and use information from the advisory council members to improve curriculum and technology. Periodically, teachers are observed by administrators during a “walk through” and receive feedback as to how they are meeting the Iowa Teaching Standards and district school improvement goals. In addition, teacher’s work collaboratively with other districts in analyzing curriculum data to improve instruction. Near the end of the year, 7-12 teachers meet to evaluate the CTE programs as a whole based on the DOE program evaluation tool. Again, goals are set for

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continuous improvement.

2. Describe the comprehensive professional development that is provided for career and technical teachers, academic teachers, guidance staff, and administrative personnel to improve the career and technical education program.

Professional development is an ongoing process provided by the district, Kirkwood Community College, Grant Wood AEA and other educational institutions. District-wide professional development is currently centered on Explicit Direct Instruction, Project-Based Learning, and Authentic Intellectual Work. Mini workshops throughout the year are available to staff. CTE teachers have attended technology-based workshops, English Language Learners training, and teaching vocabulary strategies. Teachers attend sessions at their discipline’s State Conference and at their student organization Conferences. Specific training is given to Project Lead the Way CTE and core teachers. The partnership with Kirkwood Community College is invaluable. Three days of training range from general topics like designing rubrics to academy specific training for CTE, core teachers and guidance counselors. Kirkwood continually up dates the guidance and administrators on concurrent credit courses and enrollments. Through the Area 10 consortium and Grant Wood AEA, teachers attended workshops in teaching Math in the Content Area, Entrepreneurship and teacher internships. Teachers maintain their certifications with industry training. The CTE Department Chair serves on the Area 10 Perkins Consortium and Kirkwood Community Colleges’ Computer/Office Applications Advisory Councils.

Assurances

All programs included in consolidation efforts will be administered in accordance with all applicable statutes, regulations, program plans and applications. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will make reports, maintain and afford access to records as the SEA, Secretary or federal officials may require.

True

The school district/agency is in compliance with federal and state legislation which requires nondiscrimination on the basis of race, national origin, color, gender, religion, creed and disability including Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Vocational Rehabilitation Act of 1973, the Americans with Disabilities Act of 1992 and Chapters 216.9 and 19B.11 of the Iowa Code. The district/agency utilizes multicultural, gender-fair approaches to its entire educational program as required in Chapter 256.11 of the Iowa Code.

True

The LEA/agency will allocate Title I funds to eligible attendance areas on the basis of the total number of children from low-income families in each area or schools in accordance with Section 1113.

True

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The LEA shall provide students enrolled in a school identified under Section 1116(c) the option to transfer to another public school with the LEA, including a public school charter that has not been identified under Section 1116 (c).

True

The local education agency (LEA) informs eligible schools and parents of school-wide program authority and the ability of such schools to consolidate funds from Federal, State, and local sources. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will provide technical assistance and support to school wide programs. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will work in consultation with schools as the schools develop the schools' plans pursuant to school wide programs and assist schools as the schools implement such plans or undertake activities pursuant to target assistance schools so that each school can make adequate yearly progress toward meeting the State student academic achievement standards.

True

The LEA/agency will fulfill such agency's school improvement responsibilities. True

The LEA/agency will provide services to eligible children attending private elementary schools and secondary schools and provide timely and meaningful consultation with private school officials regarding Title I, Title II, and Title IV Part A services. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency, if choosing to use funds under this part to provide early childhood development services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act. Head Start Act, 42 USC 9831

True

The LEA/agency will use funds under this subpart to increase the level of state, local, and other non-federal funds that would be made available for programs and activities, and in no case supplant such state, local, and other non-federal funds. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will work in consultation with schools as the schools develop and implement their plans or activities related to Title I parent involvement and professional development. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will comply with Title I requirements regarding the qualifications of teachers and paraprofessionals and professional development. No Child Left Behind Act of

True

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2001, Pub. L. No. 107-110

The LEA/agency will inform eligible schools of the local educational agency's authority to obtain waivers on the school's behalf under Title IX and inform waivers under the Education Flexibility Partnership Act of 1999. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will coordinate and collaborate, to the extent feasible and necessary as determined by the local educational agency, with the State educational agency and other agencies providing services to children, youth, and families with respect to a school in school improvement, corrective action, or restructuring. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will ensure that low income students and minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced teachers. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will use the results of the students academic assessments and other measures or indicators available to the agency, to review annually the progress of each school served by the agency and receiving funds under these parts to determine whether all the schools are making the progress necessary to ensure that all students will meet the locally determined level of achievement on the district academic assessments within 12, years from the end of the 2001-2002 school year. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will ensure that the results from the academic assessments will be provided to parents and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will assist each school served by the agency and assisted under these parts in developing or identifying examples of high quality, effective curricula. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA assures that teachers employed in nonpublic schools within the public school boundaries shall be provided equitable opportunity for participation in the benefits of the project. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The control and administration of funds received for programs shall be a public entity, including property acquired with the funds. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

Funds received under this part will be used only for programs and projects, including the acquisition of equipment, in accordance with section 1306. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

Funds received under this part will be used only to coordinate True

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such programs and projects with similar programs and projects within the State and in other States, as well as with other Federal programs that can benefit migratory children and their families. No Child Left Behind Act of 2001, Pub. L. No. 107-110

Such programs and projects will be carried out in a manner consistent with the objectives of section 1114, subsections (b) and (d) of section 1115, subsections (b) and (c) of section 112,0A, and part I. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

In the planning and operation of programs and projects at both the State and local agency operating level, there is consultation with parent advisory councils for programs of 1 school year in duration, and that such programs are carried out in a manner that provides for the same parental involvement as is required for programs and projects under section 1118, unless extraordinary circumstances make such provisions impractical; and in a format and language understandable to the parents. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

In the planning and carrying out such programs and projects, there has been and will be, adequate provision for addressing the unmet education needs of preschool migratory children. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

Migrant Education programs and projects will be determined, where feasible, using the same approaches and standards that will be used to assess the performance of students, school, and local educational agencies under Title. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

To the extent feasible, such programs and projects will provide for advocacy and outreach activities for migratory children and their families, including informing such children and families of, or helping such children and families gain access to, other education, health, nutrition, and social services. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

To the extent feasible, such programs and projects will provide for professional development programs, including mentoring, for teachers and other program personnel. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

To the extent feasible, such programs and projects will provide for family literacy programs. True

To the extent feasible, such programs and projects will provide for the integration of information technology into educational and related programs.

True

To the extent feasible, such programs and projects will provide for programs to facilitate the transition of secondary school students to post-secondary education or employment.

True

The State will assist the Secretary in determining the number of migratory children in the State. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

Each LEA/agency that is included in the eligible entity is True

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complying with section 3302 prior to, and throughout, each school year. No Child Left Behind Act of 2001, Pub. L. No. 107-110 The eligible entity annually will assess the English proficiency of all children with limited English proficiency participating in programs funded under this part. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The eligible entity has based its proposed plan on scientifically based research on teaching limited English proficient children. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The eligible entity will ensure that the programs will enable children to speak, read, write, and comprehend the English language and meet challenging district academic content and student academic achievement standards. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The eligible entity is not in violation of any State law, including State constitutional law, regarding the education of limited English proficient children, consistent with sections 3126 and 3127. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

A needs assessment has been conducted and is available for review that a) Involved teachers in its development b) Considered the means teachers require to learn content knowledge and teaching skills that will provide students the opportunity to meet challenging academic achievement standards, c) Considered the means principals require to learn the instructional leadership skills that will provide students the opportunity to meet challenging academic achievement standards. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

Activities have been identified and a description is available for review that - Denotes the involvement of teachers, principals, paraprofessionals, other relevant school personnel and parents collaboration in planning; Aligns professional development activities with curricula and programs that link with academic content standards, academic achievement standards, and assessments the results of which correlate with ITBS/ITED; Demonstrates the selection was based on review of scientifically based research and why the activities are expected to improve student achievement; Explains how a substantial, measurable, and positive impact will be made on student academic achievement and, where applicable, will reduce the achievement gap that separates low-income and minority students from others. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

A description will be made available to teachers and principals explaining how the professional development activities will ensure the needs of teachers and principals will be met; will provide training to enable teachers to teach and address the needs of students with different learning styles, improve student behavior in the classroom, involve parents in their child's education and/or understand the use of data and assessments to improve classroom practice and student

True

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learning; will be part of the district's effort to ensure highly qualified staff. No Child Left Behind Act of 2001, Pub. L. No. 107-110 Resources have been targeted on schools that have the lowest proportion of highly qualified teachers; have the largest class size; or, are identified for school improvement under the provisions of Title I, Part A. No Child Left Behind Act of 2001.

True

Mentoring and Induction: Goals for the program. Teacher Quality Program 281-IAC 83.3(2)(a) True

Mentoring and Induction: Process for the selection of mentors Teacher Quality Program 281-IAC 83.3(2)(b) True

Mentoring and Induction: A mentor training process that addresses mentor needs and reflects a clear understanding of the role of the mentor. Teacher Quality Program 281-IAC 83.3(2)(c)(2)

True

That, in the expenditures for professional development the requirements of private school children and teacher participation have been adhered to. The specific stipulations in No Child Left Behind include equitable services and benefits that are, in the aggregate, no less than the services and benefits provided through the same funding sources in 2001- 2002; private school official consultation during the design and development of services; written justification by public school officials when private school officials disagree with the professional development design.

True

Mentoring and Induction: A mentor training process that results in the mentor's understanding of the personal and professional needs of new teachers. Teacher Quality Program 281-IAC 83.3(2)(c)(3)

True

Mentoring and Induction: A mentor training process that provides the mentor with an understanding of the district expectations for beginning teacher competencies based on the Iowa teaching standards. Teacher Quality Program 281-IAC 83.3(2)(c)(4)

True

Mentoring and Induction: A mentor training process that facilitates the mentor's ability to provide guidance and support to new teachers. Teacher Quality Program 281-IAC 83.3(2)(c)(5)

True

Mentoring and Induction: A supportive organizational structure for beginning teachers which includes activities that provide access and opportunities for interaction for mentor and for beginning teachers that includes released time for mentors and beginning teachers to plan. Teacher Quality Program 281-IAC 83.3(2)(d)(1)(1)

True

Mentoring and Induction: A supportive organizational structure for beginning teachers which includes activities that provide access and opportunities for interaction for mentor and beginning teachers that provide demonstration of classroom practices. Teacher Quality Program 281-IAC 83.3(2)(d)(1)(2)

True

Mentoring and Induction: A supportive organizational structure for beginning teachers which includes activities that provide True

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access and opportunities for interaction for mentor and beginning teachers to observe teaching. Teacher Quality Program 281-IAC 83.3(2)(d)(1)(3) Mentoring and Induction: A supportive organizational structure for beginning teachers which includes activities that provide access and opportunities for interaction for mentor and beginning teachers to provide feedback. Teacher Quality Program 281-IAC 83.3(2)(d)(1)(4)

True

Mentoring and Induction: A supportive organizational structure for beginning teachers which shall include a selection process of who will be in the mentoring/beginning teacher partnership. Teacher Quality Program 281-IAC 83.3(2)(d)(2)

True

Mentoring and Induction: The process for dissolving mentor and teacher partnerships. Teacher Quality Program 281-IAC 83.3(2)(f)

True

Mentoring and Induction: A plan that reflects the needs of the beginning teacher employed by the district. Teacher Quality Program 281-IAC 83.3(2)(g)

True

Mentoring and Induction: The school district has a process for how information about the district's Beginning Teacher Induction and Mentoring program will be provided to interested stakeholders. Teacher Quality Program 281-IAC 83.3(e)(3)

True

The LEA/agency and the delinquent facility ensure that funded educational programs are coordinated with the student's home school. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The funded delinquent facility will notify the LEA of the youth served is identified as in appropriate need of special education services while in the facility. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency and delinquent facility, where feasible, will provide transition assistance to help the youth stay in school, including coordination of services for the family, counseling, assistance in accessing drug and alcohol abuse prevention programs, tutoring, and family counseling. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The delinquent facility will work to ensure that teachers and other qualified staff are trained to work with children with disabilities and other students with special needs, taking into consideration the unique needs of such children and students.

True

The LEA/agency and the delinquent facility will work to ensure that educational programs provided are related to assisting students that meet high educational standards. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

Parents will be involved, where feasible, in efforts to improve the educational achievement of their children and prevent the further involvement of such children in delinquent activities.

True

Coordinate services and programs with other services and programs provided to delinquent youth (e.g., WIA & LEA activities under the Juvenile Justice and Delinquency Prevention Act of 1974; local businesses). No Child Left

True

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Behind Act of 2001, Pub. L. No. 107-110

The LEA provides staff development to achieve greater access to and participation in the core subjects, especially in mathematics and science, by students from historically underrepresented groups. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

Funds generated by a school district under Iowa Code 257.46 shall be utilized exclusively for a school district's gifted and talented program. Iowa Code section 257.46

True

Any unused funds of the gifted and talented program at the end of the budget year will be carried over to the subsequent budget year to the gifted and talented program. Iowa Code section 257.46

True

The program will contribute to meet the National Education Goals. No Child Left Behind Act of 2001, Pub. L. No. 107-110 True

The LEA/agency will employ teachers proficient in English, including written and oral communication skills. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

Assurances - The LEA/agency will integrate the bilingual program with the overall educational program. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency has an advisory council with the majority of members being parents and representatives of the children and youth served in the program. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA will be in compliance with the federal regulation regarding lobbying and debarment. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA will provide a drug-free workplace environment. No Child Left Behind Act of 2001, Pub. L. No. 107-110 True

To the extent possible, the School Improvement Advisory Committee membership includes persons from diverse racial/ethnic backgrounds, a balance of men and women, and persons with disabilities. 281 - IAC 12.2 (256)

True

The LEA will provide alternatives for dropouts and potential dropouts as required in Iowa Code section 280.19A. True

The LEA has a staff utilization plan for at-risk allowable growth. Programs for Returning Dropouts and Dropout Prevention Iowa Code section 257.38(4)

True

Qualified personnel deliver the at-risk allowable growth program. Programs for Returning Dropouts and Dropout Prevention Iowa Code section 257.38(7)

True

The LEA has a staff in-service education design for its returning dropouts and dropout prevention program. Iowa Code 257.38(3)

True

The LEA/agency has consulted with teachers, researchers, school administrators, and parents, and if appropriate, with education-related community groups and nonprofit organizations and institutions of higher education, in

True

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developing Title III programs and activities. No Child Left Behind Act of 2001, Pub. L. No. 107-110 The LEA/agency has developed programs and activities for limited English proficient students and immigrant children and youth. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency offers high quality professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs), principals, administrators, and other school or community-based organizational personnel. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will hold elementary and secondary buildings receiving Title III funds accountable for A) meeting annual measurable achievement objectives for limited English proficient students, B) making adequate yearly progress for limited English proficient students, and C) annually measuring the English proficiency of limited English proficient children. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will promote parental and community participation in programs for limited English proficient students. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency will use Title III funds to meet all annual measurable achievement objectives for limited English proficient children. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

The LEA/agency assures that language instruction educational programs carried out under Title III will ensure that limited English proficient children being served by the programs develop English proficiency. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

If Title V funds are expended for any of the areas designated as appropriate for use, the LEA/agency assures that the funds are used to enhance student achievement. No Child Left Behind Act of 2001, Pub. L. No. 107-110

True

No smoking is permitted within any indoor facility owned, leased, or contracted for and utilized by the LEA for provisions of routine or regular kindergarten, elementary, or secondary education or library services to children.

True

As a condition of receiving funds under this Act, local education agency assures that no policy of the local education agency prevents, or otherwise denies participation in, constitutionally protected prayer in public elementary schools and secondary schools, as detailed in the guidance required under subsection (a). NCLB Section 9524

True

Mentoring and Induction, Beginning Administrators: The district assures that it has a beginning administrator mentoring and induction plan that describes the following components: support system for the beginning administrator, program organizational and collaborative structures, budget, including a narrative that describes the sustainability of the program and

True

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program evaluation.

Anti-harassment and anti-bullying: The school/school district assures that it has an anti-harassment and anti-bullying policy in board policy and is integrated into the comprehensive school improvement plan under SF 61, 256.7 [subsection 21] and shall report data collected under SF 61, 256.7 [subsection 6].

True

The district uses the TELPA to screen and identify English Language Learners within the first 30 days of a student being enrolled in the district.

True

The district/school has adopted the high school graduation requirements for all students to include a minimum satisfactory completion of four years of English and language arts, three years of mathematics, three years of science, and three years of social studies.

True