5163 0000-­‐Pekin Comm School District APR-­‐Assurances 1. Even if the district does not currently have ELL students, it has adopted English Language Proficiency (ELP) standards for ELL students. Yes No 2. The district has adopted the three achievement levels used by the Yes Iowa Testing Programs, and the alternate achievement standards No for the Iowa Alternate Assessment 3. The district has provided individual student achievement reports and grade level performance descriptors from the Iowa Tests to parents. Yes No APR Vision, Mission, Goals
1. Is the district accepting Early Intervention funding to be spent on K-3
reading and math?
Yes No 1. Please report on the progress of those goals for 2014-2015.
K-3 Reading proficiency data:
Kdg. (FAST spring Composite) = 50%
1st (DIBELS spring Composite) = 67%
2nd (DIBELS spring Composite) = 63%
2nd (Iowa Assessment) = 83%
3rd (DIBELS spring Composite) = 68%
3rd ( Iowa Assessment) = 92%
K-3 Math proficiency data:
1st (STAR Math, spring) = 92% (40th percentile or above)
2nd (STAR Math, spring) = 88% (40th percentile or above)
2nd (Iowa Assessment) = 83%
3rd (STAR Math, spring) = 85% (40th percentile or above)
3rd (Iowa Assessment) = 94%
2. Is the district accepting Early Intervention funding to be spent on class
size reduction?
Yes No 3. What are the district's measureable, long-range goals to address
improvement in reading?
All K-12 students will achieve at high levels in reading comprehension, prepared to be effective,
successful, and responsible citizens.
4. Please provide the district's annual reading goals for 2014-2015.
The percentage of students in grades 3-11 showing NSS growth on the Spring 2015 Iowa Assessment
in Reading will increase from 83.7% to 85%.
5. Were the district's annual reading goals met in 2014-2015?
Yes No 1. Since the district did not meet its annual reading goals, please
provide the plan to meet future goals.
Since the purchase of a new reading series for K-6 was completed in 2014-2015 we have worked
to align instruction with the new resource and the Iowa Core. We will continue to examine our
instruction for gaps that can be addressed by additional research based instructional
resources. We will continue to focus on improvements of MTSS to identify and intervene early
for struggling learners. We have purchased an updated, research based, resource for our 7th &
8th grade ELA courses. We will work to implement with fidelity and address instructional gaps
with additional resources and MTSS. We will be implementing a PLC model for professional
development. Through this model we will encourage professional development opportunities for
staff.
6. Please provide supporting data to demonstrate the district did or did
not meet the annual reading goals in 2014-2015.
The percentage of students in grades 3-11 showing NSS growth on the Spring 2015 Iowa Assessment
in Reading averaged 75%.
3rd = 100%
4th = 86%
5th =83%
6th = 60%
7th =81%
8th =71%
9th = 71%
10th = 81%
11th = 46%
7. Please provide the district's annual reading goals for next school year.
The percentage of students in grades 3-11 showing NSS growth on the Spring 2016 Iowa Assessment
in Reading will increase from 75% to 77%.
8. What are the district's measureable, long-range goals to address
improvement in mathematics?
All K-12 students will achieve at the highest levels possible for them in mathematics to prepare them
to be effective, successful, and responsible citizen.
9. Please provide the district's annual mathematics goals for 2014-2015.
The percentage of students in grades 3-11 showing NSS growth on the Spring 2015 Iowa Assessment
in Math will increase from 88.4% to 90%.
10. Were the district's annual mathematics goals met in 2014-2015?
Yes
No
1. Since the district did not meet its annual mathematics goals, please provide the
plan to meet future goals.
We have upgraded our K-6 Math resource to the newest edition. It integrates technology at all
levels and is well aligned with the Iowa Core. We utilize MTSS for struggling learners. We
have recently expanded our instructional resources for intervention and progress monitoring in
the area of Math. We continue to utilize IXL as a MS Math resource along with the integration
of additional research based instructional resources. We encourage professional development
opportunities for staff through a PLC model.
11. Please provide supporting data to demonstrate the district did or did not meet the
annual mathematics goals in 2014-2015.
The percentage of students in grades 3-11 showing NSS growth on the Spring 2015 Iowa
Assessment in Math averaged 83%.
3rd = 100%
4th = 98%
5th = 90%
6th = 72%
7th = 100%
8th = 86%
9th = 61%
10th = 74%
11th = 62%
12. Please provide the district's annual mathematics goals for next school year.
The percentage of students in grades 3-11 showing NSS growth on the Spring 2016 Iowa
Assessment in Math will increase from 83% to 85%.
13. What are the district's measureable, long-range goals to address improvement in
science?
All K-12 students will achieve at the highest level possible for them in science, prepared to be
effective, successful, and responsible citizens.
14. Please provide the district's annual science goals for 2014-2015.
The percentage of students in grades 3-11 showing NSS growth on the
Spring 2015 Iowa Assessment in Science will increase from 80.4% to 82%.
15. Were the district's annual science goals met in 2014-2015?
Yes
No
1. Since the district did not meet its annual science goals, please provide the plan
to meet future goals.
With the adoption of new Science standards we will begin work to align instruction, resources,
and courses with the new standards. We have expanded our STEM course work and
encourage professional development opportunities for staff through a PLC model. We have
plans to upgrade our Science labs to provide more hands-on learning experiences for our
students.
16. Please provide supporting data to demonstrate the district did or did not meet the
annual science goals in 2014-2015.
The percentage of students in grades 3-11 showing NSS growth on the Spring 2015 Iowa
Assessment in Science averaged 76%.
3rd = 94%
4th = 93%
5th = 80%
6th = 77%
7th = 88%
8th = 74%
9th = 55%
10th = 63%
11th = 60%
17. Please provide the district's annual science goals for next school year.
The percentage of students in grades 3-11 showing NSS growth on the
Spring 2016 Iowa Assessment in Science will increase from 76% to 78%.
Learning Environment
18. Please describe the district's locally defined indicators.
Locally Defined Indicators:
•
•
•
•
Attendance
o Students with
! students with truancy - tardiness
Credit Accrual/ Progressing in School
o Failing >2 classes at the MS/HS level
o Failing Lang Arts or Math (specifically) in MS/HS level
o Failing any class
! showing lack of effort or interest in their academic work
No Connection to School
o Students who are/have been expelled
o Students who have been suspended >= 3 days
o Students who have moved multiple times during the year
o Students with > 3 Office Referrals the last month
o No participation in school activities (teen parents, job
responsibilities)
! working excessive hours per day or week
! living in a home situation that does not include at least
one parent
! expressing or showing feelings being disconnected from
school
Low Achievement in Reading or Math
o
o
o
Scores in reading or math that are 2.0 grade level below peers
Iowa Assessment standard score cut points for 2 years below
grade level
K-3 - students with two indicators of being below grade level
! FAST
! BRI
! Title 1, Reading Recovery, and/or ELL
19. Explain the progress the district has made on these indicators.
Twice as many students were identified at the elementary level as "at-risk" based on the indicators
that were updated in 2013-2014. By updating the indicators we expanded the indicators for better
identification. Early identification has led to earlier intervention. The district has hired a MS Dean
of Students whose primary responsibility is to monitor students based on the indicators, identify
those at risk, and provide interventions for success.
An increase in identification of "at-risk" students has also been achieved at the secondary level in
2014-15. This has led to an implementation of Tier 2 and Tier 3 interventions. An intervention team
has been put in place. This has resulted in an increase of check and connect activities among staff
and students, thus also increasing the success rate of students in the classroom. Student ineligibility
was down 25% from 2013-14.
20. Check any of the following assistance mechanisms that the district provided for
student athletes in grades 9-12 in 2014-2015:
Classroom teacher interventions
Coach interventions
Study hall/study table
Tutors
Parent involvement
Classroom interventions
Problem solving team
Before/after school help
Counseling services
At-risk program
Progress reports
Other
Monitoring and Accountability
21. Total number of seniors in the district who intend to pursue post-secondary
education/training:
46
22. Total number of seniors in the district who have graduated:
50
23. Percent of seniors in the district who intend to pursue post-secondary
education/training upon graduating:
92.0000000000000
24. Total number of 7-12 grade students in the district who are dropouts in 2013-2014:
3
25. Total number of 7-12 grade students in the district in 2013-2014:
325
26. Percent of 7-12 grade students in the district who are dropouts in 2013-2014:
0
27. Total number of 7-12 grade female students in the district who are dropouts in
2013-2014:
2
28. Total number of 7-12 grade female students in the district in 2013-2014:
161
29. Percent of 7-12 grade female students in the district who are dropouts in 20132014:
1
30. Total number of 7-12 grade male students in the district who are dropouts in 20132014:
1
31. Total number of 7-12 grade male students in the district in 2013-2014:
164
32. Percent of 7-12 grade male students in the district who are dropouts in 2013-2014:
0
33. Total number of 7-12 grade White (not of Hispanic origin) students in the district
who are dropouts in 2013-2014:
3
34. Total number of 7-12 grade White (not of Hispanic origin) students in the district in
2013-2014:
315
35. Percent of 7-12 grade White (not of Hispanic origin) students in the district who are
dropouts in 2013-2014:
0
36. Total number of 7-12 grade Black (not of Hispanic origin) students in the district
who are dropouts in 2013-2014:
0
37. Total number of 7-12 grade Black (not of Hispanic origin) students in the district in
2013-2014:
2
38. Percent of 7-12 grade Black (not of Hispanic origin) students in the district who are
dropouts in 2013-2014:
0
39. Total number of 7-12 grade Hispanic students in the district who are dropouts in
2013-2014:
0
40. Total number of 7-12 grade Hispanic students in the district in 2013-2014:
4
41. Percent of 7-12 grade Hispanic students in the district who are dropouts in 20132014:
0
42. Total number of 7-12 grade Asian students in the district who are dropouts in 20132014:
0
43. Total number of 7-12 grade Asian students in the district in 2013-2014:
0
44. Percent of 7-12 grade Asian students in the district who are dropouts in 2013-2014:
0
45. Total number of 7-12 grade Hawaiian or Pacific Islander students in the district who
are dropouts in 2013-2014:
0
46. Total number of 7-12 grade Hawaiian or Pacific Islander students in the district in
2013-2014:
0
47. Percent of 7-12 grade Hawaiian or Pacific Islander students in the district who are
dropouts in 2013-2014:
0
48. Total number of 7-12 grade American Indian or Alaskan Native students in the
district who are dropouts in 2013-2014:
0
49. Total number of 7-12 grade American Indian or Alaskan Native students in the
district in 2013-2014:
0
50. Percent of 7-12 grade American Indian or Alaskan Native students in the district who
are dropouts in 2013-2014:
0
51. Total number of 7-12 grade Multi-racial students in the district who are dropouts in
2013-2014:
0
52. Total number of 7-12 grade Multi-racial students in the district in 2013-2014:
4
53. Percent of 7-12 grade Multi-racial students in the district who are dropouts in 20132014:
0
54. Total number of 7-12 grade students with an IEP in the district who are dropouts in
2013-2014:
0
55. Total number of 7-12 grade students with an IEP in the district in 2013-2014:
34
56. Percent of 7-12 grade students with an IEP in the district who are dropouts in 20132014:
0
57. Total number of 7-12 grade English language learner students in the district who are
dropouts in 2013-2014:
0
58. Total number of 7-12 grade English language learner students in the district in 20132014:
0
59. Percent of 7-12 grade English language learner students in the district who are
dropouts in 2013-2014:
0
60. Did the district ONLY use the state accountability assessment to measure annual
improvement goals in reading, mathematics, and science for 2014-2015?
Yes
No
61. Please use the link below to select the district-wide multiple assessment(s), other
than the required state accountability assessment, that the district used to measure
student progress in reading in 2014-2015.
Assessment
Other
STAR Reading Assessment
BRI - Basic Reading Inventory (a.k.a. – John’s BRI)
Early Literacy Assessment Program
0ther
FAST
62. Please explain how the students do on this/these reading assessment(s).
2015 Fall STAR Reading Data
At or Above benchmark
Below benchmark
Kdg.
40%
60%
1st
44%
56%
2nd
65%
35%
3rd
77%
29%
4th
61%
39%
5th
70%
30%
6th
63%
27%
7th
68%
22%
8th
60%
40%
50% of all Kdg. students were proficient on the 2015 Spring FAST assessment.
63. Please use the link below to select the district-wide multiple assessment(s), other
than the required state accountability assessment, that the district used to measure
student progress in mathematics in 2014-2015.
Assessment Other
STAR Math
64. Please explain how the students do on this/these math assessment(s).
2015 Fall STAR Math Data
At or Above benchmark
Below benchmark
1st
45%
55%
2nd
63%
37%
3rd
76%
24%
4th
74%
26%
5th
72%
28%
6th
58%
42%
7th
62%
38%
8th
52%
48%
65. Please use the link below to select the district-wide multiple assessment(s), other
than the required state accountability assessment, that the district used to measure
student progress in science in 2014-2015.
Assessment
Other
Teacher Created Assessment
Teacher Designed Alternate Assessments
Teacher Designed Authentic Tasks
Chapter Tests
Classroom Assessments
common tasks
Teacher Grades/Report Authentic Assess
teacher observations
ITED – Iowa Tests of Educational Development
66. Please explain how the students do on this/these science assessment(s).
Students generally do well on these assessments. Instructors do a great job of connecting classroom
learning to assessments. Elements of rigor and relevance are also used throughout instructional
contexts.
67. Which assessment does the district use as a measure for post-secondary success?
Prefilled ACT data is supplied by ACT International, B.V. and reported at the district level by the
Iowa Department of Education.
68. What is the cut score for post-secondary success on the assessment the district uses?
This cut score must be 20 if the district uses ACT.
20
69. Total number of 9-12 grade students in the district achieving a score that indicates
probable post-secondary success:
17
70. Total number of 9-12 grade students in the district who took the test:
43
71. Percent of 9-12 grade students in the district achieving a score that indicates
probable post-secondary success:
39.53
72. All information required for this APR has been or will be reported to the local
community.
Yes
No
1. Date the required APR content was or will be reported to the community.
9/15/2015