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1725 North Dodge Street Iowa City, IA 52245

Phone: 319-688-1000 Fax: 319-688-1009

Web: www.iowacityschools.org

Annual Progress Report Iowa City Community School District

2014-2015

2014-15 Annual Progress Report

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Table of Contents

Board of Directors ........................................................................................................................ 2 List of Schools ............................................................................................................................... 3 District Demographics ................................................................................................................. 4 Mission & Beliefs .......................................................................................................................... 5 Ends Policies ................................................................................................................................. 6 Student Learning Goals ................................................................................................................ 7 Student Academic Achievement .................................................................................................. 8 No Child Left Behind Reporting Requirements and Data ............................................................ 8 Academic Indicators ................................................................................................................... 26 Student Behavior Statistics ........................................................................................................ 29 Iowa Youth Survey ...................................................................................................................... 35 Special Services ........................................................................................................................... 38 Learning Supports ....................................................................................................................... 39 Summer School ........................................................................................................................... 43 Curriculum and Instruction ........................................................................................................ 44 Professional Development ......................................................................................................... 45 Human Resources ....................................................................................................................... 46 Equity .......................................................................................................................................... 47 Information Services .................................................................................................................. 48 Nutrition Services ....................................................................................................................... 49 District Health Services............................................................................................................... 50 Safety and Security ..................................................................................................................... 52 District Finances ......................................................................................................................... 53 Facilities ...................................................................................................................................... 56 Partnerships ................................................................................................................................ 57

Equity Statement It is the policy of the Iowa City Community School District not to discriminate on the basis of race, creed, color, religion, national origin, gender, age, marital status, sexual orientation, gender identity, veteran status, disability, or socioeconomic status in its educational programs, activities, or employment practices. If you believe you have (or your child has) been discriminated against or treated unjustly at school, please contact the Equity Office, 1725 North Dodge Street, Iowa City, Iowa, 52245, 319-688-1000.


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Annual Progress Report

The Annual Progress Report serves to provide a summary of the State of the District for the 2014-15 school year. Additional information can be found on the district website.

Board of Directors

Name Position

Chris Lynch President

Brian Kirschling Vice-President

Tuyet Baruah Member

Patti Fields Member

Jeff McGinness Member

Marla Swesey Member

Orville Townsend Member

Stephen Murley Superintendent of Schools


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Secondary Schools

City High 1900 Morningside Drive, Iowa City 319-688-1040

West High 2901 Melrose Avenue, Iowa City 319-688-1050

Elizabeth Tate 1528 Mall Drive, Iowa City 319-688-1080

North Central Junior High 180 E. Forevergreen Road, North Liberty 319-688-1210

Northwest Junior High 1507 8th Street, Coralville 319-688-1060

South East Junior High 2501 Bradford Drive, Iowa City 319-688-1070

Elementary Schools

Borlaug Elementary 1000 Kennedy Parkway, Coralville 319-688-1155

Coralville Central 501 6th Street, Coralville 319-688-1100

Garner Elementary 80 Birch Street, North Liberty 319-688-1190

Hills Elementary 301 W. Main Street, Hills 319-688-1105

Hoover Elementary 2200 E. Court, Iowa City 319-688-1110

Horn Elementary 60 Koser Avenue, Iowa City 319-688-1115

Kirkwood Elementary 1401 9th Street, Coralville 319-688-1120

Lemme Elementary 3100 Washington Street, Iowa City 319-688-1125

Lincoln Elementary 300 Teeters Court, Iowa City 319-688-1130

Longfellow Elementary 1130 Seymour Avenue, Iowa City 319-688-1135

Lucas Elementary 830 Southlawn Drive, Iowa City 319-688-1140

Mann Elementary 521 N. Dodge Street, Iowa City 319-688-1145

Penn Elementary 230 N. Dubuque Street, North Liberty 319-688-1150

Shimek Elementary 1400 Grissel Place, Iowa City 319-688-1160

Twain Elementary 1355 DeForest Avenue, Iowa City 319-688-1165

Van Allen Elementary 170 Abigail Avenue, North Liberty 319-688-1185

Weber Elementary 3850 Rohret Road, Iowa City 319-688-1170

Wickham Elementary 601 Oakdale Boulevard, Coralville 319-688-1175

Wood Elementary 1930 Lakeside Drive, Iowa City 319-688-1180


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District Demographics

Enrollment The district certified weighted enrollment for the 2014-15 school year was 13,328 students. District enrollment increased by 1.3% students from the previous year.

2014-15 Certified Weighted Enrollment

Enrollment Category Enrollment

Resident Public Students Attending 12,899.10 Resident Public Students Attending another Iowa Public School District 423.80 Non Public Shared Time & Competent Private Instruction Students Dual Enrolled for District Classes

4.7

Non Public Shared time & Competent Private Instruction Students Dual Enrolled for Post-Secondary Education Option Classes

0.4

Actual Enrollment (Certified Weighted Enrollment) 13,328.00

Free and Reduced The free and reduced student count has increased by 4.1% over the past five years.

2010-14 Free and Reduced Lunch Rates Year Percentage of Enrollment

2014-15 33.7% 2013-14 35.4% 2012-13 33.7% 2011-12 29.4% 2010-11 29.6%

Race/Ethnicity The following chart summarizes the district’s race/ethnicity enrollment over the last five years .

2010-14 Race/Ethnicity Enrollment Trends

Year African

American European American

Asian American

Hispanic American

American Indian

2014-15 19.8% 64.5% 6.7% 8.4% 0.3% 2013-14 18.7% 66.0% 7.0% 8.3% 0.0% 2012-13 17.4% 66.5% 6.9% 8.6% 0.4% 2011-12 16.6% 67.1% 6.8% 8.9% 0.4% 2010-11 16.2% 67.5% 7.3% 8.6% 0.4%


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Mission Statement

The mission of the Iowa City Community School District is to ensure all students become responsible, independent learners cap able of making informed decisions in a democratic society as well as in the dynamic global community. This is accomplished by challenging each student with a rigorous and creative curriculum taught by a diverse, professional, caring staff strengthened by collaborative partnerships with families and the entire community.

District Belief Statements

We believe that:

Each person has intrinsic worth.

Working collaboratively with others promotes achievement and growth.

A democratic society depends upon the active participation of educated citizens.

Free exchange of ideas is essential to education and learning in our democratic society.

Self-esteem enhances personal motivation and achievement.

All people can learn.

Individuals learn in different ways.

Life-long learning improves the quality of an individual's life.

The entire community is responsible for education; the individual is ultimately responsible for learning.

Challenge is vital to achieving potential.

Expectations are directly related to performance.

The understanding of and respect for human diversity are fundamental to individual rights and enrich community life.

A supportive environment promotes risk-taking; risk is a part of growth.

Creative expression enhances people's lives.

The survival of our civilization depends upon a citizen's possession of a shared core of knowledge.

Each person has a right to be in a safe environment.


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Board of Directors Ends Policies

Reading Students will over time independently read increasingly complex text with understanding.

On average, yearly achievement will be as high as or higher than previous years for same grade groups.

On average, achievement will increase at a rate greater than the national average for cohort groups.

Performance of the average student in the bottom quarter of the distribution for all ICCSD students and for cohort groups wil l increase annually. The national percentile rank associated with this average will be reported each year.

Performance of the average student in the top quarter of the distribution for all ICCSD students and for cohort groups will b e maintained or will increase annually. The national percentile rank associated with this average will be reported each year.

Math Students will over time independently solve increasingly complex mathematical problems.



Performance of the average student in the bottom quarter of the distribution for all ICCSD students and for cohort groups wil l increase annually. The national percentile rank associated with this average will be reported each year.


Science Students will over time independently use increasingly complex scientific information and the processes of inquiry to constru ct scientific knowledge.



Performance of the average student in the top quarter of the distribution for all ICCSD students and for cohort groups will be maintained or will increase annually. The national percentile rank associated with this average will be reported each year.

Writing Students will over time independently write increasingly complex text with meaning, clarity, purpose and application of standard conventions.




Social Studies Students will over time develop the knowledge and the skills of the core discipline of social studies and apply this knowledg e to their lives as citizens.



Character Development Students will demonstrate knowledge and understanding of community accepted intrapersonal, interpersonal and civic values consistent with the ICCSD Equity Statement. Students will demonstrate acceptance and internalization of those values through their behav ior during the school day.

On average, positive Character Development outcomes will improve (or not decline) as measured on annual assessments.

Fine Arts Students will observe and/or participate in multiple fine arts experiences, representing a broad range of fine arts forms.

On average, the number of experiences and/or range of art forms will increase overtime.

On average, the number and percent of students from the sub group of poverty will increase in voluntary participation in one or more of the art forms.


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Student Learning Goals

As a result of their education, all Iowa City Community School District graduates will be:

Fluent and Effective Communicators who listen, view, read and respond to other's messages and ideas as well as demonstrate the ability to communicate in reading, writing, speaking, listening, and who communicate mathematically, scientifically and artistically.

Collaborative Individuals who use skillful leadership and responsible social and group skills to develop and manage interpersonal relationships within culturally and organizationally diverse settings.

Critical Thinkers who understand and apply a core body of knowledge and skills to new tasks; who identify problems, use strategies to approach problems, and apply mathematical, logical and creative reasoning to solve problems and make appropriate decisions.

Technological Practitioners who use advanced technologies, including but not limited to the computer, to create, access, integrate and use information to communicate, reason, make decisions and solve complex problems in a variety of contexts.

Resourceful Learners who create a positive vision for themselves and their future, view themselves as lifelong learners, set priorities and achievable goals, create options for themselves, monitor and evaluate their progress and assume responsibility for their actions.

Quality Producers who create and appreciate intellectual, artistic, practical and physical products which reflect originality, high standards, and the use of advanced technology.

Responsible Citizens who demonstrate the knowledge, skills and motivation necessary to participate in the democratic process and to make wise decisions which reflect healthful living, interdependence and ethical behavior that contribute to society.


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Student Academic Achievement

The Iowa Department of Education requires school districts to identify three annual improvement goals and then use standardized test results to monitor progress. The three goals are aligned with district ends policies.

District Ends Policies

Students will over time independently read increasingly complex text with understanding.

Students will over time independently solve increasingly complex mathematical problems.

Students will over time independently construct knowledge and use increasingly complex scientific information. Annual Improvement Goal The Iowa City Community School District has set annual improvement goals based on increasing the average national percentile rank (NPR) of students over a three year period, comparing 6th grade NPR averages to 8th grade NPR averages in reading comprehension, mathematics, and science as measured by the Iowa Assessments (IA).

No Child Left Behind Reporting Requirements and Data

Schools in the Iowa City Community School District use the Iowa Assessments (IA) as an accountability and improvement measure in reading and math for grades 3-8 and 11. While scores can be reported in multiple ways, the No Child Left Behind (NCLB) legislation requires that schools report proficiency rates. To be considered proficient, a student must score at a specific national standard score or higher, on the Iowa Assessments. The table below indicates the percent of students who scored proficient during the 2014-15 school year in reading and mathematics by grade level bands.

2014-15 Iowa Assessments Results % Proficient, National Norms, Full Academic Year

Reading Math

3rd – 5th grade 79.3 78.9

6th – 8th grade 78.0 79.0

11th grade 80.9 86.0

No Child Left Behind also requires that schools report the percent of students that fall within certain achievement bands on the Iowa Assessments. The charts on the following pages show the 2014-15 Iowa City Community School District achievement levels and the State of Iowa achievement levels on the Iowa Assessments by percentage of students in Iowa that are either not proficient, proficient or above proficient by grade level and subgroup in reading, mathematics, and science. Note: If the n-count is less than 10 students there is an NA in place of the data for that sub group.


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2014-15 Iowa Assessments Results: ICCSD & State of Iowa

Reading, Third Grade Students % Proficient, National Norms

Iowa City Community School District State of Iowa

Not Proficient

Proficient Above

Proficient Not

Proficient Proficient

Above Proficient

All Students 22 48 30 24 56 20

Male 28 47 25 26 55 18 Female 17 48 35 21 57 22 Asian 2 37 62 25 51 24

Black or African American 53 40 7 51 44 5

Hispanic/Latino 38 52 9 41 52 7 Native Hawaiian or Other Pacific Islander NA NA NA 49 49 2

Multi-Racial 14 64 23 28 55 17

White 13 49 39 19 58 23

American Indian or Alaska Native NA NA NA 37 55 8

ELL 60 39 1 50 47 3

Non ELL 18 49 33 22 57 22

FRL 45 44 11 36 54 10

Non FRL 10 49 40 14 57 29

Migrant NA NA NA 62 36 2

Non-Migrant 22 48 30 24 56 20

IEP 65 29 6 64 32 4

Non IEP 18 49 32 19 59 22


Mathematics, Third Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 26 36 38 20 51 29




Multi-Racial 23 39 39 27 52 21

White 14 39 47 16 51 33


ELL 56 37 7 38 53 9

Non ELL 23 36 42 19 50 31

FRL 52 34 15 31 53 16

Non FRL 12 37 51 12 49 39


Non-Migrant 26 36 38 20 51 29

IEP 59 24 17 50 42 8

Non IEP 23 37 40 17 52 32


10


Science, Third Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 14 57 30 18 60 22




Multi-Racial 7 66 27 23 59 18

White 7 55 38 14 62 25


ELL 29 68 3 33 60 7

Non ELL 12 55 33 16 60 23

FRL 28 62 10 27 60 13

Non FRL 6 54 40 10 61 29


Non-Migrant 14 57 30 18 60 22

IEP 34 51 15 34 57 9

Non IEP 12 57 31 16 61 24


Reading, Fourth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 24 40 36 24 47 29




Multi-Racial 17 59 24 29 46 25

White 13 41 46 19 48 32


ELL 69 27 4 56 39 5

Non ELL 19 42 40 22 48 30

FRL 44 41 15 36 47 17

Non FRL 13 40 47 15 47 38


Non-Migrant 24 40 36 24 47 29

IEP 60 33 7 66 28 6

Non IEP 20 41 39 18 50 32


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Mathematics, Fourth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 24 38 38 21 51 29




Multi-Racial 20 46 34 28 51 21

White 11 40 49 16 51 33


ELL 61 32 7 44 49 7

Non ELL 19 39 42 19 51 30

FRL 49 39 13 32 52 16

Non FRL 10 38 52 12 49 39


Non-Migrant 24 38 38 21 51 29

IEP 61 25 15 54 38 7

Non IEP 19 40 41 16 52 32


Science, Fourth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 20 50 30 15 62 23




Multi-Racial 29 54 17 22 62 17

White 10 51 39 12 62 26


ELL 53 45 3 32 62 6

Non ELL 16 51 34 14 61 25

FRL 41 50 9 24 63 13

Non FRL 9 50 42 8 60 31


Non-Migrant 20 50 30 15 62 23

IEP 45 37 18 35 57 8

Non IEP 17 51 31 12 62 26


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Reading, Fifth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 23 39 38 23 47 30




Multi-Racial 24 41 35 24 48 28

White 13 41 46 19 48 34


ELL 65 31 4 53 41 6

Non ELL 20 40 40 20 47 32

FRL 46 37 16 34 48 18

Non FRL 12 40 48 14 46 40


Non-Migrant 23 39 38 23 47 30

IEP 70 19 12 66 29 5

Non IEP 17 42 41 16 50 34

2014-15 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Fifth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 22 34 43 23 47 30




Multi-Racial 18 32 50 28 47 25

White 12 34 54 18 48 34


ELL 59 29 11 51 42 7

Non ELL 19 35 46 21 47 32

FRL 46 38 169 36 48 16

Non FRL 11 33 56 13 46 41


Non-Migrant 22 34 43 23 47 30

IEP 70 17 13 63 31 6

Non IEP 17 37 47 17 49 34


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Science, Fifth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 22 52 27 19 60 21




Multi-Racial 15 59 26 23 60 17

White 12 55 32 15 61 24


ELL 58 39 3 44 53 3

Non ELL 18 53 29 18 60 22

FRL 42 47 11 30 59 11

Non FRL 12 54 35 11 60 28


Non-Migrant 22 52 27 19 60 21

IEP 56 35 9 46 48 6

Non IEP 17 54 29 16 61 23


Reading, Sixth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 24 39 37 25 48 27




Multi-Racial 24 34 42 29 49 23

White 15 40 45 21 49 30


ELL 69 30 1 60 37 3

Non ELL 21 40 39 23 49 28

FRL 49 42 9 38 48 14

Non FRL 12 38 50 16 49 35


Non-Migrant 24 39 37 25 48 27

IEP 76 16 8 70 26 3

Non IEP 18 42 40 18 52 30


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Mathematics, Sixth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 24 38 38 23 50 27




Multi-Racial 26 32 42 29 49 22

White 12 42 46 18 51 30


ELL 62 38 0 54 41 5

Non ELL 21 38 41 21 51 28

FRL 54 38 8 37 50 13

Non FRL 9 38 53 13 50 37


Non-Migrant 24 38 38 23 50 27

IEP 74 20 6 67 29 4

Non IEP 19 40 41 16 53 31


Science, Sixth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 23 55 23 24 59 17




Multi-Racial 18 53 29 31 54 15

White 13 59 28 20 61 19


ELL 68 32 0 56 41 2

Non ELL 19 57 25 23 60 17

FRL 47 50 4 37 54 8

Non FRL 11 57 32 15 62 22


Non-Migrant 23 55 23 24 59 17

IEP 57 37 6 58 38 4

Non IEP 19 57 25 19 62 18


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Reading, Seventh Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 24 47 28 24 54 21




Multi-Racial 16 45 39 32 50 18

White 11 52 37 20 56 24


ELL 75 25 0 62 37 2

Non ELL 21 49 30 22 55 22

FRL 50 44 7 38 52 10

Non FRL 11 50 40 15 56 29


Non-Migrant 24 48 28 24 55 21

IEP 72 22 6 70 27 3

Non IEP 18 51 31 17 58 24

2014-15 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Seventh Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 21 43 36 17 59 24




Multi-Racial 16 46 38 24 56 20

White 8 45 47 13 60 27


ELL 61 34 5 46 52 2

Non ELL 18 44 38 15 59 25

FRL 47 42 11 28 61 11

Non FRL 7 44 49 9 57 34


Non-Migrant 21 43 36 17 59 24

IEP 74 22 4 57 41 3

Non IEP 15 46 40 11 62 28


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Science, Seventh Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 25 53 22 20 65 15




Multi-Racial 16 55 29 29 59 12

White 10 61 29 16 67 17


ELL 76 23 2 58 41 1

Non ELL 21 56 23 19 66 16

FRL 52 41 7 33 60 7

Non FRL 10 60 30 12 68 20


Non-Migrant 25 53 22 20 65 15

IEP 68 23 9 56 41 3

Non IEP 19 57 24 15 68 17


Reading, Eighth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 27 43 31 25 52 24




Multi-Racial 5 54 41 26 52 22

White 17 46 37 21 53 26


ELL 77 23 0 66 32 2

Non ELL 25 43 32 23 53 24

FRL 52 39 9 38 50 12

Non FRL 15 45 41 16 53 31


Non-Migrant 27 43 31 25 52 24

IEP 77 17 6 74 24 2

Non IEP 20 46 34 18 56 26


17


Mathematics, Eighth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not

Proficient Proficient Above

Proficient

All Students 28 38 33 24 53 23




Multi-Racial 21 42 37 31 51 18

White 16 45 39 20 54 26


ELL 70 23 7 62 35 3

Non ELL 26 39 34 23 53 24

FRL 58 32 10 38 51 10

Non FRL 14 41 44 15 54 32


Non-Migrant 28 38 33 24 53 23

IEP 77 20 4 71 27 2

Non IEP 22 41 37 17 56 26


Science, Eighth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 22 58 20 17 68 15




Multi-Racial 16 61 24 18 68 14

White 10 67 23 13 70 17


ELL 70 27 2 51 48 1

Non ELL 19 60 21 15 69 16

FRL 45 50 5 27 66 7

Non FRL 10 63 27 10 70 20


Non-Migrant 22 58 20 16 68 15

IEP 58 38 4 52 46 2

Non IEP 17 61 22 12 71 17


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Reading, Ninth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 17 44 39 17 57 26




Multi-Racial 18 38 44 19 59 22

White 8 42 50 14 58 28


ELL 66 31 3 63 35 1

Non ELL 15 44 41 16 58 27

FRL 35 51 14 29 57 13

Non FRL 8 40 51 10 57 33


Non-Migrant 17 44 39 17 57 26

IEP 62 31 7 60 37 3

Non IEP 12 45 43 12 60 29

2014-15 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Ninth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 22 52 25 22 62 16




Multi-Racial 31 56 13 28 61 11

White 11 55 34 18 64 18


ELL 67 29 4 66 34 1

Non ELL 20 54 27 21 63 17

FRL 47 48 5 37 57 6

Non FRL 10 54 35 13 64 22


Non-Migrant 22 52 25 22 62 16

IEP 66 33 1 66 33 1

Non IEP 18 54 28 16 66 18


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Science, Ninth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 19 53 28 22 61 17




Multi-Racial 18 50 32 26 61 13

White 9 54 37 18 63 20


ELL 65 33 2 62 37 1

Non ELL 16 54 29 20 62 18

FRL 41 51 8 34 58 8

Non FRL 8 54 37 14 63 23


Non-Migrant 19 53 28 22 61 17

IEP 51 44 6 57 41 2

Non IEP 15 54 30 17 64 19


Reading, Tenth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 12 53 35 14 63 23




Multi-Racial 5 55 40 19 62 19

White 6 51 43 11 63 25


ELL 66 31 3 60 39 1

Non ELL 10 53 36 13 63 24

FRL 27 60 12 25 64 11

Non FRL 6 49 45 9 62 29


Non-Migrant 12 53 35 14 63 23

IEP 42 54 4 56 43 1

Non IEP 10 52 38 9 65 26


20


Mathematics, Tenth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 17 51 32 18 63 19




Multi-Racial 12 52 36 25 61 14

White 9 52 39 14 64 22


ELL 64 30 6 59 39 2

Non ELL 14 52 33 16 64 20

FRL 36 54 11 30 63 7

Non FRL 9 50 41 11 63 26


Non-Migrant 17 51 32 18 63 19

IEP 60 35 5 59 40 1

Non IEP 13 53 34 12 66 22


Science, Tenth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 16 55 30 19 65 16




Multi-Racial 10 57 33 25 61 14

White 8 55 36 15 67 18


ELL 57 40 2 61 39 1

Non ELL 14 55 31 17 66 17

FRL 34 56 10 32 62 7

Non FRL 8 54 38 12 67 21


Non-Migrant 16 55 30 19 65 16

IEP 46 50 4 56 43 2

Non IEP 13 55 32 14 68 18


21


Reading, Eleventh Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 21 53 25 20 67 13




Multi-Racial 20 46 34 24 65 12

White 11 57 32 17 69 14


ELL 76 24 0 74 25 0

Non ELL 19 54 26 19 68 13

FRL 47 49 4 35 60 5

Non FRL 12 55 34 13 70 16


Non-Migrant 21 53 25 20 67 13

IEP 62 34 3 69 30 1

Non IEP 17 55 28 15 71 14

2014-15 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Eleventh Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 16 42 42 17 60 24




Multi-Racial 17 34 49 22 58 20

White 8 40 53 14 60 26


ELL 52 42 5 56 42 3

Non ELL 14 42 44 16 60 24

FRL 35 52 13 30 60 10

Non FRL 8 38 54 10 59 30


Non-Migrant 16 42 42 17 60 24

IEP 45 44 10 58 41 1

Non IEP 12 42 46 12 62 26


22


Science, Eleventh Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 21 41 38 20 57 22




Multi-Racial 11 43 46 26 57 17

White 10 41 49 17 58 25


ELL 68 30 2 68 31 1

Non ELL 19 41 40 19 58 23

FRL 45 46 9 35 55 10

Non FRL 12 39 50 13 58 28


Non-Migrant 21 41 38 20 57 22

IEP 59 34 7 63 35 2

Non IEP 17 41 42 16 60 25


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No Child Left Behind Reporting Requirements and Data (continued)

No Child Left Behind also requires that districts disaggregate achievement data by the different student subgroups in grade level bands of third through fifth grade, sixth through eighth grade, and 11 th grade for reading and math. The purpose of doing this is to track progress on closing the achievement gap between the different groups of students.

2014-15 Iowa Assessments Results % Proficient, National Norms by Grade Level Bands, Full Academic Year

Grades 3-5 READING Grades 3-5 MATH 2011-12 2012-13 2013-14 2014-15 2011-12 2012-13 2013-14 2014-15

All students 74.7 78.0 78.5 79.3 All students 77.0 78.6 79.7 78.9 Low SES 51.3 53.4 57.7 58.1 Low SES 53.9 56.0 57.7 55.1 IEP 42.8 43.8 42.4 39.9 IEP 49.6 49.8 48.3 41.1 ELL 52.1 53.5 43.7 39.9 ELL 50.5 61.6 46.7 45.8 African Am 46.1 47.4 52.2 51.8 African Am 48.5 48.0 49.5 44.4 Asian 86.1 87.2 94.6 94.7 Asian 91.3 94.6 95.8 96.1 Hispanic 51.0 58.7 57.5 58.9 Hispanic 56.8 61.6 61.8 59.8 Native American --- --- --- --- Native American --- --- --- --- White 83.4 86.6 86.7 88.1 White 85.1 86.7 88.4 88.8 Multi-Racial 72.6 83.6 75.9 81.7 Multi-Racial 66.7 80.3 74.3 79.8

Grades 6-8 READING Grades 6-8 MATH

2011-12 2012-13 2013-14 2014-15 2011-12 2012-13 2013-14 2014-15

All students 71.6 70.7 77.6 78.0 All students 80.2 78.2 80.7 79.0 Low SES 43.4 45.6 55.2 54.1 Low SES 56.2 53.0 58.6 53.3 IEP 25.8 25.1 39.3 33.7 IEP 38.7 32.8 43.9 31.5 ELL 70.0 --- 43.8 40.2 ELL 70.0 --- 56.2 49.6 African Am 39.1 39.1 49.8 49.4 African Am 49.7 44.9 52.3 45.7 Asian 89.0 84.4 87.8 89.2 Asian 96.3 95.5 93.9 96.2 Hispanic 43.6 46.2 56.0 60.5 Hispanic 60.9 58.6 63.2 60.1 Native American --- --- --- --- Native American --- --- --- --- White 80.4 80.1 86.9 86.8 White 87.7 87.0 89.6 88.8 Multi-Racial 72.6 71.1 80.6 86.7 Multi-Racial 80.4 80.0 77.6 83.7

Grade 11 READING Grade 11 MATH

2011-12 2012-13 2013-14 2014-15 2011-12 2012-13 2013-14 2014-15

All students 86.2 86.9 80.6 80.9 All students 87.8 87.4 86.7 86.0 Low SES 66.5 64.3 58.0 55.3 Low SES 68.1 67.8 69.3 66.3 IEP 50.0 48.0 51.8 37.1 IEP 57.7 53.3 60.0 56.3 ELL --- --- --- --- ELL ---- --- --- --- African Am 65.2 57.3 50.8 44.6 African Am 64.6 59.2 58.3 58.4 Asian 93.0 85.4 91.4 96.1 Asian 95.4 91.7 97.1 96.1 Hispanic 72.2 75.4 55.9 56.5 Hispanic 74.1 71.9 67.7 68.1 Native American --- --- --- --- Native American --- --- --- --- White 91.4 93.8 89.6 90.4 White 93.5 94.1 94.6 93.5 Multi-Racial --- --- --- 80.0 Multi-Racial --- --- --- 82.9

Key SES = Socioeconomic Status IEP = Individual Education Plan ELL = English Language Learner --- = # of students in sub group is less than 30 Standard Error of Measurement A test score is an estimate of a student’s true test performance. A standard error of measure is an estimate of possible error associated with an individual student’s test score. The standard error of measure can be described as a band of error. It indicates that a reasonable chance exists that a student’s true score may be slightly higher or slightly lower than what is reported. For Iowa Assessments, the standard error of measure is presented as a range of scores, indicating the student’s true score would likely fall somewhere within the range.


24


The No Child Left Behind legislation established accountability standards for all students based on student achievement, atte ndance, testing participation, and graduation. A school that does not meet these standards is placed on the Watch List the first year. If the building does not meet the standards during year 2, it is placed on the School in Need of Assistance List (SINA). To be removed from the SINA list a building must meet accountability standards for two consecutive years. Below is a list of the status of the ICCSD SINA Schools.

Site Area Participation Rate Annual Measurable Objective District Reading Met DINA 9

Math Met DINA 9 City Reading Met SINA 6

Math Met SINA 6 West Reading Met SINA 9

Math Met SINA 2 Tate Reading Met SINA 9

Math Met SINA 9 NCJH Reading Met SINA 4

Math Met SINA 3 NWJH Reading Met SINA 11

Math Met SINA 9 SEJH Reading Met SINA 12

Math Met SINA 11 Borlaug Reading Met REM-Watch

Math Met REM-Watch Coralville Central Reading Met SINA 4

Math Met SINA 5 Garner Reading Met Delay 2

Math Met SINA 3 Hills Reading Met Delay 2

Math Met SINA 3 Hoover Reading Met Delay 2

Math Met Delay 1 Horn Reading Met SINA 1

Math Met SINA 1 Kirkwood Reading Met SINA 7

Math Met SINA 7 Lemme Reading Met SINA 4

Math Met SINA 4 Lincoln Reading Met Met

Math Met Watch Longfellow Reading Met REM-SINA

Math Met Watch Lucas Reading Met SINA 6

Math Met SINA 7 Mann Reading Met Delay 1

Math Met SINA 2 Penn Reading Met SINA 6

Math Met SINA 5 Shimek Reading Met SINA 1

Math Met Watch Twain Reading Met SINA 8

Math Met SINA 7 Van Allen Reading Met Delay 3

Math Met Met Weber Reading Met SINA 1

Math Met SINA 1 Wickham Reading Met Watch

Math Met Watch Wood Reading Met SINA 7

Math Met SINA 7

Only schools receiving Title One funds are subject to NCLB sanctions due to SINA designation. The buildings that are designated as a School In Need of Assistance must develop an action plan that is approved by the Iowa Department of Education. The plan addresses the need for professional development for teachers and administrators in the areas of reading and mathematics.

* DINA (District in Need of Assistance) * SINA (School in Need of Assistance) * REM (Removed)


25


National Assessment of Educational Progress The National Assessment of Educational Progress (NAEP) is the only nationally representative, continuing assessment of what s tudents in the United States know and can do in various subject areas. Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The asses sment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time. The following tables show the most recent results of NAEP for Iowa in reading and mathematics th at were available at the time this document was released. Additional information on NAEP can be found at: http://nationsreportcard.gov/. NAEP mathematics and reading results for grades four and eight are reported on a 0–500 scale. Because NAEP scales are developed independently for each subject and for each content area within a subject, the scores cannot be compared across subjects. In addition to the scale scores and based on recommendations from policymakers, educators, and members of the general public, specific achievement levels are set for each subject area and grade. Achievement levels are performance standards showing what students should know and be able to do. They provide another perspective with which to interpret student performance. NAEP results are reported as percentages of students performing at the Basic, Proficient, and Advanced levels.

Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at a given grade.

Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter.

Advanced represents superior performance. Note that the cut point for the Basic level on NAEP is the best comparison to the Proficient level on the Iowa Assessments.

National Assessment of Education Process (NAEP) 2015: Average Scale Score and Percent of Students at Each Achievement Level for Iowa and the Nation

Average Score Below Basic Basic Proficient Advanced

Reading Grade 4 Iowa 224 29% 34% 29% 9% National Public 221 32% 33% 27% 8% Reading Grade 8 Iowa 268 19% 45% 33% 3% National Public 264 25% 42% 29% 3% Mathematics Grade 4 Iowa 243 16% 40% 36% 9% National Public 240 19% 42% 32% 7% Mathematics Grade 8 Iowa 286 24% 39% 28% 9% National Public 281 30% 38% 24% 8% SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Assessment. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant.

Inclusion Rates: Percent Included in the NAEP 2015 Assessment

Jurisdiction

Grade 4 Reading

Grade 4 Mathematics

Grade 8 Reading

Grade 8 Mathematics

Students with Disabilities Iowa 93% 94% 91% 92% Nation 88% 90% 88% 90% Limited English Proficient Students Iowa 96% 92% 97% 89% Nation 93% 95% 90% 92%

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Assessment


26

Academic Indicators

American College Test (ACT) The American College Testing Program (ACT) is the college entrance exam usually taken by students who intend to go to college. The majority of college bound students in the Iowa City Community School District take the ACT. Their scores consistently rank ab ove both the State of Iowa and the nation. A score of 20 or higher on the 36-point scale for the test indicates probable success in college. The class of 2015 had an average composite score of 25.1. Out of the 539 ACT-tested 2015 ICCSD graduates, the percentages of students scoring at or above an ACT score of 20 are listed below:

Class of 2015 ACT Results % of students scoring 20 or higher

ACT Composite

ACT English

ACT Math

ACT Reading

ACT Science

District 83% 79% 81% 81% 84%

Iowa 69% 64% 59% 69% 72%

Nation 57% 54% 51% 59% 59%

National Merit Scholars Recognition as a National Merit Semi-finalist was received by 28 students. Twenty-five of these students were named National Merit Finalists.

Graduation Rate The ICCSD graduation rate was 90.4% in 2013-14. The statewide graduation rate was 90.5% for 2013-14.

Postsecondary Plans The class of 2015 was surveyed about their postsecondary intentions.

Class of 2015 Postsecondary Plans Intention Number of Students Percent of Students

Postsecondary School 728 86% Other Training 11 1.3%

Employed 40 4.7% Military 19 2.2%

Unknown 49 5.8%


27

Academic Indicators (continued)

Reading The Development Reading Assessment (DRA) is administered to students in grades K-6. The results of the assessment for the past three years have been sorted into three proficiency levels with the percent of students who score in each category listed in the tables below.

2013-15 DRA Proficiency Levels Spring 2013 Spring 2014 Spring 2015 Below At Above Below At Above Below At Above Kindergarten 17.9 30.2 51.9 18.3 33.0 48.7 16.9 30.6 52.4 1st Grade 29.3 28.6 42.1 30.6 37.1 32.3 30.0 36.6 33.4 2nd Grade 27.2 40.2 32.5 26.0 44.5 29.5 25.3 46.2 28.5 3rd Grade 26.9 54.5 18.6 26.0 57.5 16.5 22.0 53.5 24.4 4th Grade 23.2 62.3 14.5 22.6 61.5 15.9 22.4 59.8 17.8 5th Grade 24.9 59.2 15.9 23.7 60.0 16.3 22.7 60.3 17.0 6th Grade 22.0 55.8 22.2 20.8 55.6 23.6 17.7 61.3 21.0

Mathematics In addition to Iowa Assessments, the ICCSD Developmental Math Assessment is administered to all 4th grade students. The results of the assessment have been sorted into three proficiency levels with the percent of students who score in each category listed in t he table below.

ICCSD Developmental Math Assessment 2013-15 Proficiency Levels Spring 2013 Spring 2014 Spring 2015 Below At Above Below At Above Below At Above

4th grade 29 37 34 29 41 30 22 51 27

Science The ICCSD Development Science Assessment is administered to all 4th grade students. It is a norm-referenced assessment with a selected response format. The assessment is aligned with district standards and curriculum. The table represents the percent of students who scored at each of the three proficiency levels over the last three years.

ICCSD Developmental Science Assessment 2013-15 Proficiency Levels Spring 2013 Spring 2014 Spring 2015 Below At Above Below At Above Below At Above

4th grade 24 52 24 24 56 21 23 56 21


28

Academic Indicators (continued)

Rigorous Core Program Students who complete a rigorous program of required and elective courses in core areas generally score substantially higher on college entrance exams. ICCSD changed the definition of a core program in the 2006-07 school year by adopting the ACT definition. A rigorous core program is identified as four years of English, three years of social studies, three years of math which must include Algebra 1, Algebra 2 and Geometry and three years of science which must include Biology, Chemistry and Physics. Of the 840 graduates in the class of 2015, 79% completed the rigorous core program.

Rigorous Core Program % Completed

Year Number of Graduates

% Completion Core Program

2015 840 79% 2014 844 59% 2013 823 54% 2012 791 53% 2011 791 48% 2010 781 46%

College Preparation and Dual Credit Courses The district identifies four programs that offer more rigorous college preparation courses, articulation agreements with coll eges, and dual credit – Honors courses, Advanced Placement courses, Post-Secondary Enrollment Option (PSEO) courses, and Career Academies. The table below summarizes student participation in these four options.

2014-15 College Prep Participation Course Number of Courses Number of Registrations

Honors 17 1,638 Advanced Placement 38 1,914

Post-Secondary Enrollment Option 64 85 Career Academies 9 58

Advanced Placement City and West High Schools offer 31 Advanced Placement classes in the areas of language arts, social studies, science, mathematics, and world languages to students in grades 10-12. Most four-year colleges in the United States give students credit, advanced placement or both for students who score 3 or higher on AP exams. The table below summarizes participation in Advanced Placement courses.

2014-15 Advanced Placement Program Participation Number of students who took AP Exams 908 Number of Exams taken 1,500 Number of Exams receiving 3 or higher 1,203 Percentage of Exams receiving 3 or higher 80%


29

Student Behavior Statistics

The Iowa City Community School District tracks statistics regarding behavior that may put a student at risk for graduation. The data is summarized in the following tables.

Dropout Rates Of the 5,522 students in grades 7-12 in 2013-14, 80 students dropped out during the school year. The percentage of dropouts has decreased from 1.8% to 1.5% as compared to 2012-13. The percentage of dropouts by comparison subgroups is summarized in the following tables.

2013-14 Dropout Comparison Data

Gender # of 7-12 Students % of 7-12 Students # of Dropouts per

2 Subgroups % of Dropouts per

Subgroup % of Dropouts per

Total Subgroup

Male 2,852 52% 45 56% 1.6% Female 2,670 48% 35 44% 1.3% Total 5,522 100% 80 100%

Ethnicity # of 7-12 Students % of 7-12 Students # of Dropouts per



Total Subgroup

White 3,533 64% 26 33% 0.7% African American 946 17% 40 50% 4.2% Hispanic 513 9% 5 6% 1.0% American Indian 14 <1% 1 1% 7.1% Asian 320 6% 4 5% 1.3% Multi Ethnic 193 4% 4 5% 2.1% Not Reported 3 <1% 0 0% 0% Total 5,522 100% 80 100%

IEPs # of 7-12 Students % of 7-12 Students # of Dropouts per



Total Subgroup

With IEPs 651 12% 15 19% 2.3% Without IEPs 4,871 88% 65 81% 1.3% Total 5,522 100% 80 100%

ELL # of 7-12 Students % of 7-12 Students # of Dropouts per



Total Subgroup

ELL 205 4% 4 5% 2.0% Non ELL 5,317 96% 76 95% 1.4% Total 5,522 100% 80 100%


30

Student Behavior Statistics (continued)

Suspensions Students may receive school suspension for infractions of district rules that threaten the safety of other students. The table below summarizes the number of in-school and out-of-school suspensions for K–12 for the 2012-13 and 2013-14 school years.

Number of In-School Suspensions Number of Out-of-School Suspensions

Offense 2014-15 2013-14 Offense 2014-15 2013-14

Abusive/inappropriate language – profanity

21 24 Abusive/inappropriate language

– profanity 12 11

Defiance/Disrespect / Insubordination

82 95 Defiance/Disrespect/

Insubordination 44 19

Disruption 43 52 Disruption 28 23

Fighting/Physical aggression 226 177 Fighting/Physical aggression 211 136

Forgery/Theft 21 23 Forgery/Theft 18 13

Harassment/Bullying 31 21 Harassment/Bullying 19 12

Inappropriate location/Out of bounds area

3 2 Inappropriate location/Out of

bounds area 4 0

Lying/Cheating 0 2 Lying/Cheating 0 1

Other Behavior 29 22 Other Behavior 11 7

Peer Conflict 1 1 Peer Conflict 4 8

Property damage/Vandalism 1 5 Property damage/Vandalism 5 8

Skip class/Truancy 51 20 Skip class/Truancy 0 2

Tardy 0 1 Technology violation 1 1

Technology violation 1 1 Use/Possession of Alcohol 19 9

Use/Possession of Alcohol 3 0 Use/Possession of Combustibles 0 1

Use/Possession of Combustibles 0 0 Use/Possession of Drugs 14 43

Use/Possession of Drugs 4 5 Use/Possession of Tobacco 5 6

Use/Possession of Tobacco 5 2 Use/Possession of Weapons 20 13

Use/Possession of Weapons 8 4 Bomb Threat/False Alarm 2 0

Cell Phone Violation 1 0

Grand Total 530 457 Grand Total 421 313

Expulsions The number of expulsions per year remains low. In 2014-15 there were 0 cases of student expulsions.

2010-2014 Expulsions

Year # of Expulsions

2014-15 0 2013-14 0 2012-13 6 2011-12 0 2010-11 2


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Office Referrals The table below summarizes the number of office referrals for K–12 for the 2014-15 school year.

2014-15 Office Referrals

Offense Asian

American African

American Hispanic

American American

Indian Pacific

Islander European American

Total

Abusive / inappropriate language - profanity

11 437 65 4 335 852

Arson 2 2

Bomb Threat/False Alarm 1 2 3

Cell Phone Violation 41 3 15 59

Defiance / Disrespect / Insubordination 70 1,999 212 26 1 1,614 3,922

Disruption 23 699 76 2 604 1,404

Dress code violation 4 4 8

Fighting / Physical aggression 75 1,396 175 11 1,426 3,083

Forgery / Theft 6 111 11 51 179

Harassment / Bullying 7 222 26 1 115 371

Inappropriate display of affection 1 3 4

Inappropriate location / Out of bounds area

1 125 17 33 176

Lying / Cheating 7 46 7 50 110

Other Behavior 20 338 67 3 413 841

Peer Conflict 19 1 8 28

Property damage / Vandalism 3 61 10 88 162

Skip class / Truancy 8 262 22 1 262 555

Skipped Detention 3 60 3 27 93

Tardy 16 123 5 165 309

Technology violation 1 24 10 16 51

Unknown Behavior 1 1

Use / Possession of Alcohol 7 9 6 22

Use / Possession of Combustibles 1 1 2

Use / Possession of Drugs 4 1 16 21

Use / Possession of Tobacco 2 1 11 14

Use / Possession of Weapons 20 1 10 31

Grand Total 251 6,004 722 47 2 5,278 12,304


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This Pareto chart offers two data points: 1. The number of office referrals (K-12) by category of discipline 2. For each category, the percentage of the total number of office referrals that category represents

E.g., “defiance/disrespect/insubordination” totaled 3,922 incidents and represents 32% of all office referrals. If one combines this category with “fighting/physical aggression” the two represent 57% of all office referrals.


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Attendance Data The table below summaries the K-12 district average daily attendance rate by building for the 2014-15 school year.

2014-15 K-12 Average Daily Attendance

Elementary School FIRST

TRIMESTER SECOND

TRIMESTER THIRD

TRIMESTER FINAL AVERAGE

Borlaug 97.22% 95.63% 96.22% 96.36%

Coralville Central 96.79% 94.56% 95.64% 95.66%

Garner 96.86% 95.49% 96.22% 96.19%

Hills 96.61% 95.06% 95.77% 95.81%

Hoover 97.00% 95.85% 95.88% 96.24%

Horn 97.00% 95.00% 95.50% 95.83%

Kirkwood 96.60% 94.22% 94.76% 95.19%

Lemme 97.46% 95.55% 95.75% 96.25%

Lincoln 97.51% 95.75% 95.99% 96.42%

Longfellow 96.50% 94.44% 94.73% 95.22%

Lucas 96.80% 95.00% 94.50% 95.43%

Mann 96.12% 94.33% 94.50% 94.98%

Penn 97.64% 95.49% 95.80% 96.31%

Shimek 97.17% 95.20% 96.22% 96.20%

Twain 96.30% 94.44% 95.00% 95.25%

Van Allen 97.77% 96.46% 96.48% 96.90%

Weber 97.34% 95.58% 96.50% 96.47%

Wickham 96.91% 95.33% 96.28% 96.17%

Wood 95.94% 93.90% 94.64% 94.83%

Junior High School

North Central 96.91% 94.58% 93.55% 95.02%

Northwest 98.01% 96.75% 96.87% 97.21%

South East 96.28% 94.31% 94.84% 95.14%

High School

City 93.62% 92.08% 91.68% 92.46%

West 96.33% 95.00% 94.71% 95.35%

Elizabeth Tate 82.93% 81.32% 84.44% 82.90%


34


Mobility and Stability Mobility represents the number of entering and exiting incidents divided by the total number of students in the building. If a studen t enters and exits within the same year, the student is counted as two incidents. This data reflects student turnover within a building. Stability represents the number of students who were in the building for one calendar year divided by the total number of students in the building. This data reflects the percentage of students who have been in the building for one calendar year. The following table represents the Mobility and Stability rates by building for the 2014-15 school year.

2014-15 Mobility and Stability by Building

Building Mobility Stability

City High 15.3% 93.5% West High 13.0% 94.4% Elizabeth Tate 177.5% 47.7% North Central JH 7.5% 97.7% Northwest JH 12.8% 94.9% South East JH 12.9% 95.9% Borlaug 28.8% 86.4% Coralville Central 26.2% 90.1% Garner 9.3% 95.2% Hills 27.9% 88.3% Hoover 7.7% 94.5% Horn 21.5% 91.3% Kirkwood 27.3% 89.5% Lemme 12.0% 93.9% Lincoln 15.2% 93.2% Longfellow 16.4% 94.8% Lucas 23.0% 93.1% Mann 26.5% 86.1% Penn 11.1% 94.9% Shimek 9.5% 96.2% Twain 25.9% 89.2% Van Allen 12.2% 95.3% Weber 18.8% 92.0% Wickham 11.3% 96.0% Wood 36.2% 88.5%


35

Iowa Youth Survey Data

Every 2-3 years in Iowa, the Iowa Youth Survey is conducted by Iowa Department of Public Health's Division of Health Promotion, Prevention, and Addictive Behaviors, Iowa Department of Education, Office of Drug Control Policy, Iowa Department of Human Rights, Criminal and Juvenile Justice Planning and Statistical Analysis Center, and Iowa Department of Human Services. In the fall of 2010, 2012, and 2014 students in the 6th, 8th, and 11th grades across the state, answered nearly 200 questions through an online survey about their attitudes and experiences regarding substance abuse and violence, and their perceptions of their peer, family, school, and co mmunity environments. In the alternate school years, students in the 6th, 8th, and 11th grades in our district completed a shorter, online version of the Iowa Youth Survey. This interim version of the survey targets the issues of school climate, school connectedness, substance use, and perception of risk. Data from the 2010-2014 Iowa Youth Surveys are included in the following tables.

Students completing the survey

2010-14 # of Students Completing the Iowa Youth Survey

Grade/Subgroup 2010 2011 2012 2013 2014 6th 845 831 906 842 898 8th 737 763 831 865 914 11th 685 703 691 710 746 Male 50% 52% 50% 51% 49% Female 50% 48% 50% 49% 51% White 69% 68% 68% 66% 62% African American 16% 16% 15% 17% 14% Native American 1% 1% 1% 1% 0% Asian/Pacific Islander 6% 7% 7% 7% 6% Hispanic/Latino 8% 8% 8% 9% 7% Other 0% 0% 0% 0% 10%


36

Iowa Youth Survey Data (continued)

Student Connectedness and Climate

My teachers care about me.

2010 2011 2012 2013 2014

Strongly Agree/Agree ....................................... 89% ........ 93% ........ 90% ........ 95% ........ 92%

Disagree/Strongly disagree ............................... 11% ......... 7% ......... 10% ......... 5% .......... 8%

My teachers are available to talk with students one-on-one.

2010 2011 2012 2013 2014


Disagree/Strongly disagree ................................ 9% .......... 7% .......... 8% .......... 6% .......... 9%

My teachers notice when I am doing a good job and let me know about it.

2010 2011 2012 2013 2014


Disagree/Strongly disagree ............................... 18% ........ 14% ........ 17% ........ 19% ........ 16%

There is at least one adult at school that I could go to for help with a problem.

2010 2011 2012 2013 2014


Disagree/Strongly disagree ............................... 11% ......... 8% ......... 10% ........ 10% ......... 9%

My school lets a parent/guardian know if I’m doing a good job.

2010 2011 2012 2013 2014



Students in my school treat each other with respect.

2010 2011 2012 2013 2014



Adults who work in my school treat students with respect.

2010 2011 2012 2013 2014

Strongly Agree/Agree .......................................... x ............. x ........... 91% ........ 90% ........ 92%

Disagree/Strongly disagree .................................. x ............. x ............ 9% ......... 10% ......... 8%


37

Iowa Youth Survey Data (continued)

Bullying In the past 30 days, how often have the following happened? I was called names, made fun of or teased in a hurtful way.

2010 2011 2012 2013 2014

0 times .............................................................. 67% ........ 62% ........ 62% ........ 54% ........ 67%

1 or more times ................................................ 33% ........ 38% ........ 38% ........ 46% ........ 33%

Other students left me out of things on purpose, excluded me from their group of friends or completely ignored me. 2010 2011 2012 2013 2014

0 times .............................................................. 78% ........ 69% ........ 73% ........ 64% ........ 73%

1 or more times ................................................ 22% ........ 31% ........ 27% ........ 36% ........ 27%

I was hit, kicked, pushed, shoved around or locked indoors.

2010 2011 2012 2013 2014

0 times .............................................................. 88% ........ 81% ........ 86% ........ 83% ........ 89%

1 or more times ................................................ 12% ........ 19% ........ 14% ........ 17% ........ 11%

Other students told lies, spread false rumors about me or tried to make others dislike me.

2010 2011 2012 2013 2014

0 times .............................................................. 75% .......... x ........... 73% ........ 65% ........ 76%

1 or more times ................................................ 25% .......... x ........... 27% ........ 35% ........ 24%

I was made fun of because of my race or color.

2010 2011 2012 2013 2014

0 times .............................................................. 91% .......... x ........... 90% ........ 87% ........ 91%

1 or more times ................................................. 9% ........... x ........... 11% ........ 13% ......... 9%

I was made fun of because of my religion.

2010 2011 2012 2013 2014

0 times .............................................................. 94% .......... x ........... 93% ........ 92% ........ 94%

1 or more times ................................................. 6% ........... x ............ 6% .......... 8% .......... 6%

Other students made sexual jokes, comments or gestures that hurt my feelings.

2010 2011 2012 2013 2014

0 times .............................................................. 87% .......... x ........... 85% ........ 82% ........ 89%

1 or more times ................................................ 13% .......... x ........... 15% ........ 18% ........ 11%

I have received a threatening or hurtful message from another student in an email, on a website, on a cell phone, from pager text messaging, in an internal chat room or in instant messaging.

2010 2011 2012 2013 2014

0 times .............................................................. 91% .......... x ........... 93% ........ 88% ........ 93%

1 or more times ................................................. 9% ........... x ............ 7% ......... 12% ......... 7%


38

Special Services

Special Education In accordance with the Individuals with Disabilities Education Act and Iowa eligibility standards, the Iowa City School District serves eligible individuals as directed by the student's Individualized Educational Plan. There was a decrease of 0.8% in the number of eligible individuals in the 2014-15 school year as compared to the 2013-14 school year.

2010-14 Special Education Enrollment Year Students Percent of Enrollment

2014-15 1,259 9.5% 2013-14 1,365 10.3% 2012-13 1,385 10.8% 2011-12 1,419 11.4% 2010-11 1,451 12.1%

English Language Learners ELL enrollment in the Iowa City Community School District continues to increase. In the past year, the district has experienced an influx of students from the Democratic Republic of Congo, Sudan, and other African countries. The predominant languages in the ICCSD are Spanish, Arabic, French, Swahili, and Chinese. More than 60 different languages are spoken by students and families. Students are eligible for ELL services until they demonstrate proficiency in both English language skills (reading, writing, speaking, and listening) and academic performance. Proficient students are exited from services and monitored by the district for two years.

2009-14 English Language Learners Enrollment Year Number of ELL Students

2014-15 1,099 2013-14 979 2012-13 501 2011-12 483 2010-11 445

Extended Learning Program The Iowa City Community School District serves students who qualify for gifted education services according to Iowa Code 281. 59. In the 2014-15 school year, 1,097 students were enrolled in gifted education services. Programming includes cross-curricular units of study, enrichment in math and language arts, independent studies, and career development counseling services.

Preschool Education The Iowa City Community School District serves preschool aged students, 3-5 years, using the following funding sources: Statewide Voluntary Preschool Program (SWVPP) funds, Shared Visions Grant, and private tuition. The ICCSD was a recipient of the SWVVP funds the first year (2007-08) it was offered by the Iowa Department of Education. The district has partnered with community preschool programs to increase the number of children served through SWVVP. The number of children the district can serve with statewide funding has grown from 44 students to 399 students. The preschool enrollment is summarized in the table below.

2007-14 Preschool Program Enrollment

Year Students

Funded by SWVPP Students

Other funding Students

Total

2014-15 399 73 472 2013-14 344 40 384 2012-13 271 47 318 2011-12 203 67 270 2010-11 162 54 216 2009-10 124 59 183 2008-09 96 71 167 2007-08 44 81 125


39

Learning Supports

ICCSD recognizes that some students have barriers to learning, or risk factors, which require additional support. The Youth and Family Development Department partners closely with families and the community so that all students can overcome barriers to learning and reach their full potential. The Iowa City Community School district utilizes a Multi-Tier System of Supports (MTSS) that consists of three levels of intervention. Tier 1 interventions are universal, serving all students in the district. If Tier 1 interventions are implemented with fidelity, fe wer students will need additional supports. Tier 2 interventions are for students who are experiencing some barriers to learning and early interventions are needed for them to gain skills to be successful. Finally, Tier 3 interventions are for students who have significant bar riers to learning and intensive supports are needed for the students to have academic success.

Tier 1 activities include the following

Universal Program Description Audience

Positive Behavioral Intervention Supports (PBIS)

Proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environment.

All elementary and junior high buildings and Tate High School

Classroom guidance/Steps to Respect -Bullying Prevention

School-wide intervention to identify and prevent bullying behaviors.

All elementary buildings

Life Skills Training School-wide substance abuse prevention program.

All 6th, 7th and 8th grade students

Behavior Analysts Professional development to build teacher capacity to manage challenging behaviors.


Instructional Coaches Professional development to build teacher capacity to assist struggling learners.


Mental Health Coordinator Professional development to build expertise to support children and families with mental health issues.

All K-12 buildings

For the 2014-2015 school year, the Youth and Family Development Department offered Tier 2 and Tier 3 programs with a total of 2,922 students served in grades K-12.


40

Learning Supports (continued)

Tier 2 Interventions

Program Name Description Number served

K-12

Joan Buxton’s School Children’s Aid Support for medications, clothing, eye glasses, and eye exams.

861

School-based Health Clinic

Accessible health care to underserved and uninsured populations.

383

Guidance Counselors Individual and small group work with identified students.

945

Elementary

Instructional Coaches Intensive reading and math support for elementary students.

313

Extended Day/Extended Year After school and summer program for students not proficient in reading and math.

337

Secondary

Success Center Individual tutoring, teaching organizational skills and self-advocacy skills.

498

Intensive Reading Support Additional course for students who are not proficient in reading.

337

City High I-Jag and West High Career Center

Career exploration and skill development, work experience opportunities.

85

Credit Recovery/Summer School On-line credit recovery during the school year and summer for students who have failed one or more classes.

202

Academic Mentoring Program Adult mentor and case management services for students who are not connected to school as demonstrated by poor attendance/failing grades.

100


41


Tier 3 Interventions

Program Name Description Number served

K-12

Student and Family Advocates/ Case Management (Family Resource Centers)

Liaison between school, parents and community to address barriers to learning and access resources. 1,228

On-site Mental Health Services On-site therapy and psychiatric services at the school-based health clinic.

425

Homeless Support

Identification of homeless students and connecting students and families to district and community resources, (i.e. transportation, food, clothing, academic support).

548

Elementary

Behavior Analysts

Intensive support to students who have highly disruptive behaviors. Strategies for classroom teachers to promote positive behaviors.

92

Secondary

TREC -Theodore Roosevelt Educational Center

Intensive support for students coming from residential facilities or referred from one of the secondary schools because of significant behavior issues. Individual plans developed which may include therapy, social skills groups, and individual counseling.

60

Tate Alternative High School

Students who have not connected to traditional schools, as indicated by excessive absences, failing grades and behavior issues. Individualized support and a flexible schedule in a smaller learning environment.

180

Behavior Interventionist Interventions at the Junior Highs for Check-in and Check-out, other individual interventions.

86

Juvenile Court Liaison/ART

Aggression Replacement Training and intensive life skills development for students involved with juvenile court to avoid residential placement.

50

Student Advisory Center Coordinators

Individualized support to students who have been removed from class because of significant behavior issues.

91


42


2014-15 Learning Supports Funding

2014-15 Funding Sources Amount

Dropout Prevention & Required Match $5,385,113

Supplemental Weighted Funding $369,920

6th Juvenile Court Office $60,000

McKinney - Vento Homeless grant $35,000

SAVE (SILO) $600,000

21st Community Learning Center grants $343,127

Johnson County Empowerment $21,670

United Way/Community Foundation $148,753

Iowa Department of Public Health-Mentoring $60,000

City of Coralville, Hills, North Liberty, Iowa City $117,000


43

Summer School

Extended Year Special Education The Iowa City Community School District 2015 summer school program included extended year special education programming for eligible special education students. Enrollment and attendance is summarized in the table below.

Extended Year Special Education Program

Credit Recovery In addition, junior high and high school students had the opportunity to attend summer school for the purpose of credit recov ery. A summary of the program is provided in the following table.

Credit Recovery Participation Data Location Student Enrollment Registered Classes Classes Completed Dropped/Did not receive credit

South East JH Lab 45 67 64 2 students Northwest JH Lab 157 286 284 2 students

Elementary 21st Century Community Learning Centers (CCLC) Summer Program 2015 The 21st CCLC summer learning programs in the ICCSD operated at six sites and provided extended learning opportunities for students who were not proficient in reading and/or math. Students from Kirkwood, Lemme, Lucas, Mann, Twain, and Wood participated in the program that included (1) literacy and math instruction and support; (2) a wide variety of enrichment programs provided by community partners; and (3) social skills support. The district was able to serve a total of 315 students. The primary goal for the 5-week program was to help participating students decrease the loss of reading skills that often occurs during the summer months. A half-day program was piloted at Weber Elementary which served 22 students. The program included reading instruction and on-site enrichment activities. Field trips, meals and enrichment activities with agency partners was not included.

Location Student Enrollment Student Days Student Absences Total Days Attended

City High and Wickham 56 840 97 743


44

Curriculum and Instruction

The Iowa City Community School District reviews curriculum for the purpose of 1) meeting the state requirement of reviewing curriculum, and 2) to guide the development of the district Comprehensive School Improvement Plan (CSIP). The curriculum review process provides a systematic procedure to study existing curriculum areas and programs relative to internal and external standards. Each year, at the district-wide level, a self-study committee is appointed for the areas under study for that particular school year. Membership of the committee is composed of teacher representatives of grade levels and/or courses, administrators, parents and community representatives. The Self–Study Committee has the responsibilities of carrying out the K-12 curriculum review process for each curriculum area. Within an eight-year period all curricular or support areas are evaluated. (Please note that due to budget reductions, the 2014-15 curriculum cycle was not fully implemented). The curriculum review cycle is as follows:

2014-23 Curriculum Review Cycle

2014-15 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 Year 1: Collect Data

Gifted Education; Science

Library and Media Info (Technology and Literature); Gifted Education

Library and Media Info (Technology and Literature)

World Language

Language Arts Music; Art; Social Studies

PE Guidance; Career Educ; Special Educ

Mathematics; ELL; Health

Year 2: Conduct Review


Science Gifted Education; Science


World Language



Year 3: Implement Improvement Plan

Guidance; Career Educ; Special Educ





World Language

Language Arts

Music; Art; Social Studies

PE

Year 4: Implement Improvement Plan and Monitor Progress


Guidance; Career Education; Special Educ




World Language




PE PE Guidance; Career Educ; Special Educ




World Language

Language Arts








World Language


World Language Language Arts Language Arts Music; Art; Social Studies







World Language World Language Language Arts Music; Art; Social Studies




Key recommendations from the Curriculum Review Committees include the following:

Mathematics English Language Learners (ELL) Health Provide instruction that fosters fluency in

computation using explicitly targeted instruction & progress monitoring.

Adopt new programs aligned with Common Core State Standards/Iowa Core.

Adopt new programs that include district compatible technology and online resources and supports for students.

Increase inservice time for teachers to collaborate.

Provide increased student supports (MTSS, smaller classes, increased communication with parents).

Determine if English Language Intake & Assessment Center (ELIAC) is the most effective model for screening potential ELLs.

Identify MTSS interventions appropriate for ELL.

Pilot & identify curricular materials appropriate for newcomer kindergarten students.

Develop a long range professional development plan for general education teachers to meet the needs of ELLs.

Provide training for new Iowa English Language Proficiency Standards to teachers.

Revise the K-12 Health Curriculum Guide.

Adopt new curriculum and instruction resources that align with National Health Education Standards (NHES) and Iowa Core Curriculum (ICC).

Establish a uniform delivery of health lessons at the elementary and secondary levels.

Develop standardized assessments for health curriculum.


45

Professional Development

The intent of the ICCSD professional development program is to provide teachers with training that is focused, collaborative, and directly supports the Comprehensive School Improvement Plan goals for student achievement and/or the curriculum review improvement plan. Professional development activities are scheduled during Thursday early release days, workshop days and the one in-service day. Professional development, based on the Iowa Professional Development Model, is driven by the district’s Comprehensive School Improvement Plan (CSIP) to improve student achievement. The priorities in the plan were:

Literacy

Common Core Standards

Phonics Instruction

Reading and Writing Instruction

Safe and Connected Schools

Positive Behavioral Interventions and Supports (PBIS)

Cultural Competency

Socio-emotional and mental health skills

Math

Universal Screening Administration and Interpretation

Multi-Tier System of Supports

Implement Tiered Instruction

Use Data Team Protocols

Use Common Formative Assessments

Administration and teacher leadership

Administration and teacher mentoring

Professional Learning Communities (PLC’s)

Comprehensive review of standards, benchmarks and grade level objectives (essential skills)

Explicit instruction strategies

Differentiated Instruction

Multi-Tier System of Supports (MTSS)

Curriculum Review

Understanding by Design

A survey completed by elementary teachers regarding elementary professional development provided by the Instructional Coaches indicated the following impact on literacy instruction:

Of teachers surveyed, 94% of teachers stated that they could implement the majority of components in the multi -tiered system of supports.

Of teachers surveyed, 98% of teachers stated that they could administer and interpret data from the math screener.

Funding Sources The content of professional development is aligned with building and district Comprehensive School Improvement Plans. General fund, categorical funds including Title I, Title II, Title III, Title VI, Perkins, mentoring funds, Teacher Quality funds, Iowa Core Curriculum funds, School in Need of Assistance (SINA) funds and other grant funding supported professional development. Approximately $1.6 million was allocated from multiple funding sources. The largest sources were:

2014-15 Professional Development Funding Sources

Teacher Quality Program $603,785 Title I SINA $82,873 Iowa Core Curriculum $256,609 General Fund $104,321 Title I $190,749 Title II $38,714


46

Human Resources

Staff Profile

Administrator Staff Profile Teacher and Professional Staff Profile Support Staff Profile

Educational Services Center 11 Elementary Classroom Teachers 410 Paraeducators 405 Principals/Assistant Principals & Athletic Directors

40 Secondary Classroom Teachers 248 Food Service 95

Other Classroom Teachers 149 Physical Plant 117 Guidance Counselors 33 Secretaries 104 Teacher Librarians 26 Off Schedule 31 Other Professional Staff 74 Technical/Supervisory 23 Instructional Coaches 30 Grants 39

Affirmation Action Plan The district is continually trying to diversify its staff so it is more reflective of the demographics of the student populat ion that it serves. For the 2014-15 school year, minority students made up over 35.4% of the total student population in the Iowa City Community School District. With the district’s reputation for educational excellence and its location, when teaching and support staff positions do become available, the pool of applicants is plentiful. Two areas where the candidate pool continues to be low are the number of minority and male elementary teaching applicants. The district’s Equal Employment Opportunity and Affirmative Action Plan reports the current status of the efforts to diversifying the workforce and the strategies to be implemented to do so. The district prides itself in hiring the most qualified applicants f or open positions, but if all things are equal, the hiring process encourages principals/supervisors to select the candidate that will move the district forward towards the goal of diversifying staff. This commitment is also embedded in the district’s mission statement and in Board policy. The district employs approximately 1,835 staff members. As of October 1, 2014, the percentage of district staff are as follows:

Total minority staff members – 7.35% Subgroups: Support staff – 10.55%, administrators – 0%, and teaching staff – 4.33%

Male elementary teachers – 16.10%

Female administrators – 56.86% Building principals seek candidates that have had life/career experiences working with diverse populations of students. Even if the number of the district’s minority students was not increas ing, hiring a diverse staff is the right thing to do, because it reflects the world in which the district’s students will live and work.


47

Equity

The Iowa City Community School District is committed to providing programs that promote Educational Equity and Multicultural/Gender Fair approaches to instruction and curriculum. The Equity Office is charged with ensuring that equitable practices exist and that equal opportunities are available for all participants regardless of race, creed, color, religion, national origin, gender, age, marital status, sexual orientation, gender identity, veteran status, disability, or socioeconomic status. Working collaboratively with students, par ents, district, staff and community members with our diverse school community, the Equity Office serves the district in the following areas:

1. Investigate in-house complaints of bullying/harassment/discrimination from students, staff and parents.

a. Gender Complaints b. Hostile Environment c. Hate Crimes d. Sexual Harassment e. Bullying/Harassment f. Religious Concerns g. Disability Discrimination h. Sexual Orientation

2. Provide professional development.

a. Sexual Harassment b. Bullying/Harassment c. Conflict Resolution d. Compliance Issues e. Diversity in the Work Place f. District Policies

3. Cooperate with civil right complaints filed outside of the district with the Local and State Civil Right Commission, Office of Civil Rights and Equal Employment Opportunity Commission.

4. Collaborate with the University of Iowa College of Engineering which provides tutors for students each Tuesday night through the Multi-Ethnic Engineering Student Association (MESA).

5. Facilitate the Equity Advisory Committee that includes community members and district staff who advise the Equity Office and the MC/GF Committee on Equal Employment Opportunity and when promoting diversity within the district.

6. Facilitate the MC/GF Committee whose membership includes two staff members from each school. These staff members are responsible for assisting the Equity Director in collecting and disseminating information to district staff. The teachers and administrators on the MC/GF Committee provide leadership in the development of building equity plans.

7. Facilitate mediation meetings.

8. Complete federal compliance reports and the State Data Needs Report.


48

Information Services

The Information Services Department provides technology support and services to all schools, off -site programs, Physical Plant, and the Educational Services Center. The Department supports a wide variety of technology, including computers for staff and students, SMART Boards, multimedia projectors, document cameras, and curricular and non-curricular systems. Every student and employee is impacted by the work of the Information Services Department in some way, every day. Some key information is shared below.

State of technology in the district In the 25 schools:

The students per computer ranged from one to just under 2.5.

The percent of teaching stations with a projector installed or scheduled to be installed was 100%.

The percent of teaching stations with a document camera installed or scheduled to be installed was 100%.

The percent of teaching stations with a SMART Board installed or scheduled to be installed was 100%.

All but two schools were on the district’s fiber-optic network.

Projected 2015-16 initiatives

Continue and expand classroom/instructional technology professional development.

Continue evaluation of mobile devices such as tablets and Chromebooks toward a potential 1-to-1 initiative.


49

Nutrition Services

The Nutrition Services Department provides school lunches to all 25 school sites and 2 offsite programs (TREC & the Transitions Program at Eastdale Plaza). School breakfast is offered at all schools. Listed below are the total numbers of meals served for the last five years. Average daily participation (ADP) for lunch was approximately 7,000 meals per day.

2010-2014 Total of Students Served Breakfast

Breakfast 2010-11 2011-12 2012-13 2013-14 2014-15

Elementary 120,788 133,875 130,786 183,618 201,902

Secondary 60,767 62,630 75,209 73,866 85,008

Total 181,555 195,505 205,995 257,484 286,910

2010-2014 Total of Students Served Lunch

Lunch 2010-11 2011-12 2012-13 2013-14 2014-15

Elementary 750,361 741,762 745,901 784,560 820,356

Secondary 406,334 453,874 461,585 483,275 493,791

Total 1,156,695 1,195,636 1,207,486 1,267,835 1,314,147

2010-2014 Total of A la Carte Sales

A la Carte 2010-11 2011-12 2012-13 2013-14 2014-15

$767,530 $721,043 $736,921 $754,739 $787,910

With a total revenue of approximately $5.5 million dollars, food expenditures are just over $2.6 million dollars. Meals are always planned with nutrition as the number one priority. Lunches include the following: daily choices for entrees, vegetables and fruits; vegetable varieties including choices from the five required sub-groups; daily whole grain choices; skim or 1% milk options; while keeping total calories from fat at 30% or less. Purchasing is done utilizing a prime, single source vendor for the majority of food. In addition, buying in partnership with the University of Iowa helps control supply costs. USDA foods are another source of food for sch ool lunches. Sources of funding include federal and limited state student reimbursement for breakfast and lunch, meal sales to students an d staff, revenue from a la carte sales, and USDA foods. As far back as 2003, the Department has offered a summer feeding program, partnering for many years with Neighborhood Centers of Johnson County, to provide lunches to children at ten different sites. Afterschool snack is also offered at Hills and Kirkwood Schools. Three schools (Twain, Grant Wood and Kirkwood) provide fresh fruit and vegetable snacks through a USDA Fresh Fruit and Vegetable Grant.


50

District Health Services

The district health services staff works with students, families, staff and the community to ensure that children's h ealth needs are met so that they can attend school and be healthy and ready to learn. The district employs a Director of Health and Student Services, six full-time school nurses, and one half-time school nurse who provide nursing coverage to all buildings and off-site programs. The district also employs two certified athletic trainers who oversee and provide athletic trainer services to junior and high school athletes and coaches. Students from the University of Iowa athletic trainer program do clinic rotations in the high schools under the direction of the athletic trainers. The tables below provide trend data regarding student health concerns and student emergency situations the district health services staff address each year.

2010-14 Student Health Concerns

2010-11 2011-12 2012-13 2013-14 2014-15

Asthma 812 803 887 951 1,017 ADHD/ADD 510 666 837 923 1,142 Seizure disorder 93 76 69 73 73 Type I diabetes 24 26 25 30 27 Severe food allergies 115 118 122 155 163 Depression 105 89 81 69 79 Anxiety 161 182 190 223 262

2010-14 Student Accidents, Injuries, and Medications

2010-11 2011-12 2012-13 2013-14 2014-15

Accidents/Injuries Total student accidents/injuries that required further medical evaluation

192 206 177 130 136

Medications Number of students taking prescription medication scheduled daily at school

263 258 335 455 452

Continuum of Services The school nurses are an integral member of the building team and provide a continuum of services to students. They provide ongoing supervision of all staff whose responsibilities include delivering health services. Special Education Health Paraeducators provide direct care to special education students with more severe health conditions and physical limitations. Building secretaries and health paraeducators administer medications and provide basic first aid to students. The nurses respond to emergency situations in buildings and provide advanced first aid. The nurses also provide direct nursing care to specific students, care coordinat ion, health record maintenance, and health promotion across the district. Health services staff is involved in community and county collaborati ve efforts related to the health of our students and families. The continuum of health services also includes professional development for all staff members. Online training is available to staff for blood borne pathogen, medication administration, and mandatory reporter training. The school nurses supplement this training with individual review of district and state protocols and policies. They also provide information to building staff on a variety of childhood health issues pertinent to students’ learning and safety. All coaches and staff members providing direct care to students are trained in CPR. The following chart summarizes the number of staff beyond coaches who are trained in CPR throughout the district.

2010-11 2011-12 2012-13 2013-14 2014-15

Staff trained in CPR 59 70 45 112 106


51

District Health Services (continued)

Healthy Kids Community Care Healthy Kids Community Care is a school based health clinic that is an extension of traditional health services offered in the Iowa City Community School District in collaboration with community providers. The clinic is open to students in the school district who are without access to affordable health care (i.e., no insurance or a high deductible). The goal of the clinic is to keep students healthy so that they will be successful in school. The clinic is staffed by a Nurse Practitioner, University of Iowa Pediatrician and Child Psychiatrist, and community volunteer pediatrician. The clinic is funded primarily by United Way and an endowment fund established by Mercy Iowa City. Many community agencies and organizations provide in-kind services. To receive health care at the school-based health clinic, students under the age of 18 must have a completed consent form signed by a parent/guardian. There is no charge for services but donations are appreciated.

In 2014-15, the clinic provided a variety of services to 383 children in 684 clinic visits. Of these 383 children, 75% had no health insurance at the time of their visit to the clinic. Of this 75%, 56 were referred to Medicaid or the state children’s health insurance program (hawk-i). The primary types of services provided in the clinic include well child exams, pre-participation athletic physicals, child psychiatry services, immunizations, diagnosis and treatment of illness, x-rays, blood work, health education, prescriptions for medications, referrals for specialty care, including mental health counseling, and establishing care with a primary healthcare provider. Dental referrals were made and completed for 107 children. Child Psychiatry evaluations were provided to 60 children. Vision exams were provided to 36 children.

ICCSD Wellness Committee

The Iowa City Community School District Wellness Committee membership is comprised of school staff, parents, citizens, health care professionals, and representatives from community and county agencies with an interest and expertise in health and nutrition. The District Director of Health and Student Services chairs the Committee. The Wellness Committee developed the school district's local Wellness Policy, which was approved by the School Board in July of 2006. The purpose of this policy is to provide direction to the school system for promoting student wellness through health education, physical activity, and the selection of nourishing foods and beverages and to fulfill the requirements of Public Law 108 -265, Section 204, June 30, 2004, Child Nutrition and WIC Reauthorization Act of 2004. The Committee will oversee implementat ion and evolution of the Policy, reporting progress to the Iowa City Community School Board at least annually. The district made a commitment to the Iowa City Blue Zones project in 2013-14, and the Wellness Committee also served as the district’s Blue Zone Committee. Through the work of the Committee, the district made changes to the Wellness Policy and Administrative Guidelines related to:

• providing a safer school environment for students with food allergies • ensuring that foods disseminated to a group of students for a classroom snack or to celebrate a special occasion meet the

USDA Smart Snacks Guidelines • ensuring that foods sold to students from midnight to 30 minutes after school dismissal meet the USDA Smart Snacks

Guidelines • ensuring that food is not used as a reward for students

Other Wellness Committee work included collaboration with Farm to School and Master Gardeners, through which 18 school gardens were planted, maintained and harvested. The Farm to School chapter also hosted educational events such as Farmer Fairs at several schools. Locally grown produce was served in school lunches several times throughout the year and the summer lunch program. Seven schools developed Walking School Buses. Fuel Up to Play 60 was started in 11 schools. Four elementary schools continued their work with the federal Carol M White PEP grant project. By the end of the school year, three schools were designated as Blue Zone schools.


52

Safety and Security

Iowa City Community School District continued their work on the Safety and Security Enhancement Plan developed in 2013-14, which included these Safety and Security Improvements:

Intruder Locksets: Install intruder locksets in remaining classrooms and new door closers.

Electronic Door Access: Install electronic door access where required, minimum of two per building.

Intercoms: Update and/or replace all outdated intercom systems and include an exterior public address speaker at all schools.

Front Entry Door Cameras: Provide camera/intercoms at main entrances not readily visible to main office.

Room Numbering Plan: Complete district room renumbering plan and installation of ADA signage.

Building Security Systems: Improve and install security monitoring at all exterior door locations.

Camera Surveillance Systems: Install interior and exterior camera surveillance systems at buildings without systems and improve inadequate or outdated camera surveillance systems.

Systems Integration: Develop the infrastructure and systems integration required to enable a 24/7 central monitoring station at the Physical Plan and Educational Services Center for all systems, to include but not limited to electronic door access, i nterior and exterior security camera systems, fire alarm systems, heating and cooling system controls, district emergency radio system, building security systems.

Fire Alarm Upgrades and Replacements: Update fire alarm systems where required and align all fire alarm locations with school building renumbering plan.

Buildings where safety and security improvements were completed in 2014-15:

Borlaug Longfellow Wickham Coralville Central Lucas NCJH Garner Mann NWJH Hills Penn Tate HS Hoover Shimek TREC Horn Twain (no cameras yet) Lemme Van Allen Lincoln Weber

Safety and Security Improvements will be started in 2015-16 in the following buildings:

Kirkwood Grant Wood SEJH City HS and West HS-Work in these buildings will begin with the design phase of the IT project, followed by the safety and security improvements.

Safety and Security Improvements on hold or removed from the original list:

Fence Improvements: Install chain link fencing and gates as required at elementary school playgrounds.

Window Blinds: Provide window blinds in all classrooms where needed.

Visitor Management System: Provide a district-wide visitor management system in place of sign-in sheets. Systems run instant background checks and prints a name tag with the visitor’s name, photo, date and time.

Emergency Safety Training completed in 2014-15 for administrators and staff to be prepared in the event of an emergency situation:

ALICE training was provided for new staff at the beginning of the year.

All buildings conducted their bi-annual fire drill and annual tornado drill.


53

District Finances

State aid and property tax generate the largest percentage of revenue, representing 76% of total revenue for the last fiscal year.

General Fund Revenue Sources (FYE June 30, 2015)

Salaries and benefits make up the largest percentage of the budget. The total percentage of salaries and benefits remained constant at 82% for the last three fiscal years.

General Fund Expenditures by Object (FYE June 30, 2015)

Property Tax38%

Income Surtax5%

State Aid38%

AEA Flowthrough4%

Federal Funds4%

Other11%

Salaries65%

Benefits18%

Purchased Services8%

Supplies5%

AEA4%


54

$65,000,000$70,000,000$75,000,000$80,000,000$85,000,000$90,000,000$95,000,000

$100,000,000$105,000,000$110,000,000$115,000,000$120,000,000$125,000,000$130,000,000$135,000,000$140,000,000$145,000,000$150,000,000

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

2014-15

General Fund Revenue & Expenditures

Total Revenues Total Expenditures

District Finances (continued)

General fund revenue and expenditures were similar until the 2003-04 and 2004-05 school years when the district was impacted by state budget reductions. Beginning in 2008-09, the district reduced expenditures in order to align expenditures with revenues. Revenues exceeded expenditures in 2010-11 and 2011-12 as a result of budget reductions. As a result of significant student growth over the last several years, the district has added additional staff resulting in expenditures exceeding revenues during recent years, however, in the past year revenue exceeded expenditures. The district unspent balance and fund balance increased from 2013-14 to 2014-15 by $2,018,947 and $2,205,428 respectively.

$0

$5,000,000

$10,000,000

$15,000,000

$20,000,000

$25,000,000

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

2014-15

Fund Balance and Unspent Balance

Total Fund Equity Total Unspent Balance


55

District Finances (continued)

The district’s solvency ratio, an indicator of the financial health of the district dropped below the 10% recommendation.

This chart compares the ICCSD property tax rates to the other seven largest school districts in the state.

2014-15 Urban Education Network Property Tax Rate Comparison

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%

Solvency Ratio(Unreserved, Undesignated Fund Balance / Total Revenue)

17.0616.52

18.15

15.84

14.00

15.9815.48

13.70

0

2

4

6

8

10

12

14

16

18

20

Council Bluffs Sioux City Des Moines Davenport Dubuque Waterloo Cedar Rapids Iowa City


56

Facilities The following table reflects the ICCSD bonded indebtedness for the last 12 years. The increase in the bonded indebtedness represents the approval by the voters in 2003-04 of a $39 million bond referendum and refunding in 2011-12. This amount will continue to decrease as the bonds are repaid through June 2019. The principle amount outstanding is $9,345,000.

General Obligation Bonded Indebtedness

2003-2014 General Obligation Bonded Indebtedness

School Year General Obligation Bond Indebtedness School Year

General Obligation Bond Indebtedness

2003-04 $38,495,000 2009-10 $24,160,000 2004-05 $36,445,000 2010-11 $21,505,000 2005-06 $34,080,000 2011-12 $17,990,000 2006-07 $31,700,000 2012-13 $15,165,000 2007-08 $29,205,000 2013-14 $12,280,000 2008-09 $26,690,000 2014-15 $9,345,000

The Board of Directors has adopted a comprehensive ten year facility master plan to guide maintenance and improvement projects across the district. In addition, the School Infrastructure Local Option (SILO) was passed in February 2007 providing an estimated $100 million in funding for new construction, remodeling, repairs, and facility maintenance. The Board receives monthly updates on the progress of major capital projects. In February 2013, the Secure an Advanced Vision for Education (SAVE), formerly SILO, was extended to June 2029. For fiscal year ending June 30, 2015, the district’s revenue for capital projects was $32.4 million dollars of which $9.5 million was from property taxes in the Physical Plant and Equipment Levy (PPEL), $13.3 million was from local sales taxes, and 9.6 million was from the sale of capital loan notes. Individual capital projects with budgets of at least $500,000 were approved for the 2014-15 fiscal year, although some will require more than one year to complete.

2014-15 Approved Capital Projects

Information Technology Room and Fiber Upgrades $2,280,935 District Building Envelope Program $600,000 School Buses $1,500,000 Roof Improvements $200,000 District Life Cycle Fields and Athletic Facilities $650,000 Hard Surface Improvements $625,000 Penn Elementary School Addition $6,933,596 Twain Elementary School Addition $4,978,114 Alexander Elementary School (new) $10,178,734 Liberty High School (new) $3,115,634 Van Allen Elementary School Addition $1,184,976 Horn Elementary School Remodel $711,061


57

Partnerships

Parent Involvement - The District Parents Organization (DPO) is an autonomous group that meets for monthly programs to

facilitate and enhance communication throughout the Iowa City Community School District. In addition to working with schools, administration and the School Board, the DPO facilitates a Candidates’ Forum prior to the School Board elections and sponsors the DPO Education Scholarship Reception where deserving teachers, staff, and volunteers are honored, as well as scholarships are awar ded to ICCSD seniors who will be pursuing a career in education. The DPO membership is composed of elected officers, a representative from each school in the district and the president of each school's parent organization.

Volunteer Involvement - The impact and support of parental and community volunteers on the Iowa City Community School

District is widespread and profound. Volunteers come from all facets of our community including parents, business people, university students, seniors, and community people. Volunteers work in every school in the district as well as on special district-wide projects to enhance and enrich the curriculum. Mentoring programs have been implemented at Garner, Horn, Kirkwood, Longfellow, Lucas, Twain, Van Allen, and Wood elementary schools; Northwest and South East Junior High; City and West High School.

Booster Club Donations - Over 575 members belong to the Iowa City Sports Booster Club that provides support to high school and

junior high school athletic programs. The annual Pancake Day and Sunday morning Kinnick Stadium Clean-up Project are the major fundraisers co-sponsored with the schools. Under the umbrella of the Booster Club are Little Hawks Club and Club West that supports the individual programs at the five secondary schools. Each club has separate projects and furnishes volunteers for many of the activities hosted by each school. Over $163,000 in funds were raised in the 2014-15 school year between the Iowa City Schools Athletic Booster Club, The Little Hawks Club and Club West.

Music Auxiliary Donations - The Iowa City Music Auxiliary is a district-wide parent support group for the more than 3,000

students who participate in the district’s band, chorus and orchestra programs. The group is governed by a board of directors, comprised of parent representatives from each performing group. Yearly sponsorship donations and a car wash help the district’s music faculty provide many activities, materials and equipment that enhance the students’ music education and musical experiences. The auxiliary has a budget of approximately $50,000 and provides support to the 5th through 12th grade performance music programs. Over 850 families support the Music Auxiliary with their generous financial donations.

Iowa City Community School District Foundation - The ICCSD Foundation partners with the public school district to provide

funding for programs and projects that wouldn’t otherwise be available. Money raised through the Foundation does not replace district funding from local, state and federal sources. In fiscal year 2014-15, more than 1,100 donors gave $936,526 to help support our area schools and students. The ICCSD Foundation funds programs and events that exist to benefit the educational experiences of all students in the district.

Workplace Learning Connection - The Workplace Learning Connection is a partnership between Kirkwood Community College,

Grant Wood Area Education Agency, area Chambers of Commerce, local school districts, Iowa Workforce Development, and local businesses and industry. The partnership serves as a single point of contact for schools and employers that supports student job shadowing, student internships, teacher tours, student tours and Teacher @ Work. The goal is to integrate needed workplace skills into the curriculum, provide experiences that connect school to work, and develop work-based capacity with employers. In 2014-15, the Workplace Learning Connection provided 305 job shadows, 46 internships and 17 events involving 299 speakers.

Grant Wood Area Education Agency - Grant Wood Area Education Agency (AEA) works in partnership with the ICCSD to

provide educational services, programs and resources for improving the learning outcomes and well-being of all children and youth. AEA staff members serve children from birth to age 21, families, educators and communities. Grant Wood AEA provides services in nine areas: curriculum, instruction and assessment; instructional media; professional development; leadership; multicultural, gender-fair; school and community planning; school management; school technology; and special education.

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