A. What data do we collect?
The Decorah Community Schools collect the following required data: (LRDA1)
Class-Size Reduction (Early Literacy):
from the standardized tests has been used to establish biennium trend
lines, which are updated annually and reported in the Annual Progress
Report (APR). National Percentile Rank (NPR)
information from the ITBS and ITED assessments is used to monitor the
progress of grade level and sub-group data over time in the areas of
reading comprehension, math, and science. (LRDA1) Any reported information not included in the APR is filed at district offices.
The Decorah Community School District utilizes other indicators as listed below to assess student learning.
B. How do we collect and analyze data to determine prioritized student learning needs?
District Advisory Committee
superintendent has developed an advisory committee that is responsible
for the collection and analysis of data related to student achievement
across the district. The team is comprised of general education and
special education teachers from each building, principals, curriculum
coordinator, assessment facilitator, instructional facilitator, and
special education facilitator. In addition,
information regarding the implementation of actions and activities to
support district goals is collected and analyzed to identify future
District Leadership Team (DLT)
district has a leadership team that consists of the superintendent,
building administrators, special education facilitator, technology
coordinator, curriculum director, instructional facilitator and
assessment facilitator. This team meets weekly to analyze data to help with district and building level decision-making.
Problem Solving Teams
Each building in the district has a team that is responsible for the collection and analysis of the data related to its level. Each team meets to discuss the individual needs of students who are scoring at or below the 40th percentile on the ITBS/ITED tests. The goal is to then provide assistance for these students and monitor their progress.
district has worked collaboratively with various human services
organizations within the community to meet the needs of our students and
families. On a monthly basis the building
principals and counselors meet with the Department of Human Services and
their contracted service providers. The families
have given permission for an open dialogue to take place to discus how
we can best help the students and families to be successful. Various sources of data are utilized to determine the best way to meet the unique needs of each student and his/her family.
Community Advisory Group (Shareholders)
Community School Districtπs community advisory committee, Shareholders,
has been effectively serving the District for several years. The
group meets monthly during the school year, and every spring it shares
an annual report and/or recommendations with the Board of Education. Shareholders
is comprised of 15 community members, 1 PTO representative, 1 support
staff, 11 teachers, 3 students, 1 board member, and 2 administrators. The committee remains actively involved in planning for continuous improvement of student learning. Annually,
it uses student, staff, and community information to review and analyze
trend line data from the districtπs assessments of ITBS/ITED, MAP, ACT,
and DIBELS; data on state indicators; graduation rates and follow-up
information; student demographic information; and data on the district
Decorah Community Schools also have a history of active participation with the community. The
following strategies have been used to provide information to and
receive information from a broad range of community representatives:
C. What did we learn through this data analysis?
analysis of district and building data and comparisons with the stateπs
student performance trajectories, the following was learned: (LRDA1,
LRDA2, LRDA3, LRDA4)
In April of 2004, the district created an on-line community wide needs assessment survey. There were 230 respondents including students, parents, community members and teachers. Through analysis of the survey data, the district learned the following: (LC3)
o Extracurricular choices 54%
o Student academic performance 51%
o Parent/community support 46%
o Academic programming 42%
o Teaching staff 41%
∑ Respondents felt that the 4 areas that need more emphasis in the schools are:
o Foreign language 46%
o Guidance and counseling 38%
o Computer technology 48%
o Talented and gifted programming 31%
Action plans used to address these needs will be developed and will include appropriate evaluation.
D. From the data analysis, what are our prioritized needs?
Based on the data reviewed, we have developed the following list of prioritized needs: (LC4)
E. How will we develop goals and actions based upon the prioritized needs?
district advisory committee will investigate the prioritized needs
through research. They will develop actions plans for the improvement of
student learning and character development leading to recommendations
that will be forwarded to the Board of Education.
A. What long-range goals have been established to support prioritized student
K-12 Student Learning Goals
Community Schools, with the help of Shareholders, has developed a set
of student learning goals for all students of the Decorah Community
Decorah Community School District graduates will be..........
Competent Thinkers and Information Processors
Skillful Problem Solvers
Community School Districtπs long-range goals define the desired targets
to be reached over an extended period of time. These long-range goals
serve two purposes: 1) to meet locally determined student needs and
goals 2) to address state and federal student accountability.
Goal 1: All K-12 students will achieve at high levels in reading comprehension, prepared for success beyond high school. (LRG1, MCGF3, AR6, EIG1)
The following indicators will measure district progress with Goal 1:
of students who score at the proficient level or above (41st percentile
or above using national norms) on the ITBS Reading Comprehension Test
in grades 3 through 8 and the ITED Reading Comprehension Test in grade
11, including data disaggregated by subgroup.
1b. Percentage of students in grades K-6 who score at the proficient level or above on the DIBELS reading assessment.
1c. Percentage of students in grades 2-11 who score at the proficient level or above on the Reading Test in the MAP assessment.
1d. Percentage of students in grades 1-2 who score at the proficient level or above on the Stanford 9 Reading assessment.
Goal 2: All K-12 students will achieve at high levels in mathematics, prepared for success beyond high school. (LRG2, MCGF3, AR6, EIG1)
The following indicators will measure district progress with Goal 2:
of students who score at the proficient level or above (41st percentile
or above using national norms) on the ITBS Mathematics Total Test in
grades 3 through 8 and the ITED Mathematics Test in grade 11, including
data disaggregated by subgroup.
2b. Percentage of students in grades 2-11 who score at the proficient level or above on the Math Test in the MAP assessment.
2c. Percentage of students in grades 1-2 who score at the proficient level or above on the Stanford 9 math assessment.
Goal 3: All K-12 students will achieve at high levels in science, prepared for success beyond high school. (LRG3, MCGF3, AR6, EIG1)
The following indicators will measure district progress with Goal 3:
of students who score at the proficient level or above (41st percentile
or above using national norms) on the ITBS Science Test in grades 5 and
8 and the ITED Science Test in grade 11, including data disaggregated
of students in grades 3, 5, 7, and 9 who achieve at the proficient
level or above on the Science Test in the MAP assessment.
Goal 4: All K-12 students will use technology in developing proficiency in reading, mathematics, and science. (FTP1)
The following indicators will measure district progress with Goal 4:
4a The indicators identified for Goals 1, 2, and 3.
4b. Percentage of students at grade 8 who score at the proficient level or above on a locally developed technology assessment.
Goal 5: All students will increase the number of assets that are indicators of positive social, emotional, and behavioral development..
The following indicators will measure district progress with goal 5:
5a. Attendance rate as measured by the average daily attendance data calculated and reported on the Certified Annual Report (CAR).
5b. Graduation rate as calculated by the Iowa Department of Education using data from the spring BEDS report.
of student body in elementary, middle, and high school that receives
any discipline referrals (i.e., office referrals, suspensions, and
expulsions). (SDF5, SDF6, SDF7)
of students in grades 6, 8, and 11 that report that they have used
alcohol, tobacco, or other drugs on the triennial Iowa Youth Survey. (SDF5, SDF6, SDF7).
B. What process will be used to determine what we will do to meet the long-range goals?
The stakeholders impacted by the five long-range goals should have a voice in determining how to meet them. As
a result, the District Leadership Team and the District Advisory
Committee will identify stakeholder groups most directly impacted, and
they will meet to determine actions and strategies to meet the goals. Our
district will use the Iowa Professional Development Model process to
develop its District Career Development Plan and an action research
design to guide conversations and assist in making goal progress. As
actions are developed to support each goal, implementation plans will
be developed at the appropriate levels (e.g., elementary, middle school,
and high school) to provide K-12 alignment of efforts.
C. What is our current practice to support these long-range goals?
1. Instructional Strategies Currently Used in the District
∑ Cooperative learning integrated into the content areas
∑ Leveled reading groups (2-6)
∑ Daily Oral Language (2-5)
∑ Daily Math Review (2-5)
∑ Flexible small group instruction (K-12)
∑ Standards-Based Instruction
∑ Team Teaching with Special Education or At Risk teachers and classroom teachers
2. Instructional Programs/Services Supports Currently Used in the District
∑ District Career Development Plan (Professional Development Program K-12)
∑ At-risk Program/Services (K-12)
∑ Extended Learning Program for TAG students (K-12)
∑ Special Education Program/Services (preK-12)
∑ Mentoring and Induction Program
∑ Alternative High School (9-12)
∑ Building Problem Solving Teams (preK-12)
∑ Student service partnerships (e.g., mental health services and community health services) (preK-12)
∑ Accelerated Reader (Technology-based reading program 5-7)
∑ ALEKS (Technology-based mathematics instruction program 4-6)
∑ Positive Behavior Supports
Community Schools delivers the following programs and accesses these
program funds as a result of identified student need:
∑ Perkins: Vocational and Technical Education Programs (9-12)
∑ Title I, Part A: Reading Program/Services (1-6)
∑ Title II, Part D: Technology Usage
∑ Title III, Language Instruction for Limited English Proficient and Immigrant Students (K-12)
∑ Title IV: Safe and Drug-Free Schools Program/Services
3. System-wide Management Supports Currently Used in the District
∑ Resource allocation (e.g., financial and personnel)
∑ Technology (e.g., data management system and infrastructure)
∑ Policy development
∑ Personnel evaluation systems (includes administrators, teachers, and paraeducators)
∑ Curriculum development
∑ Iowa Technical Adequacy Project (ITAP) (curriculum/assessment alignment)
∑ Leadership for CSIP implementation
D. How is our current practice aligned with or supported by the research base?
No additional information is given here since this question is aligned with sub-question 2E.
E. What gaps exist between our current practice to support long-range goals and the research base? (include curriculum and instruction)
We have developed standards, benchmarks, and grade level expectations in all content areas for all grade levels. Over
the past few years, we have focused on aligning our reading and
mathematics standards and benchmarks, both vertically and horizontally. The appropriate ITAP documents are available at district offices.
Instructional Strategy Decisions:
review of our instructional practices, it became apparent that we do not
have total alignment among our written, taught, and assessed
curriculum. In some cases, this is because of needs for new instructional materials (math and science). In other cases, it is because of a failure of teachers to familiarize themselves with the standards and benchmarks. In the next five years we must address these issues:
1. The repetition of material that has been mastered by the students at a particular grade level.
2. The discontinuation of instruction based on past practices that may not have a research base
3. The consistent implementation of strategies that are research-based and/or have contributed to gains in student achievement.
findings of the National Reading Panel offer a wealth of detailed
information on strategies that have proven to work in reading
Current practice in reading reflects most of these guidelines. However,
we do need to investigate ways to provide learning support for the
struggling reader at the middle and high school levels. (AR7, AMN1)
Reader, used at grades 5-7, does meet the No Child Left Behind Actπs
definition of a scientifically research-based program because it is
grounded in theory, evaluated by third parties, published in
peer-reviewed journals, sustainable, replicable in schools with diverse
settings, and can demonstrate evidence of effectiveness.
research base in mathematics indicates that student achievement will
improve if instruction is problem-centered and incorporates the use of
representations. ≥Emphasizing conceptual development and understanding
can promote significant learning without sacrificing skill proficiency.
Students in alternative programs implemented with fidelity for
reasonable lengths of time have learned more and learned more deeply
than in traditional programs.≤ (Kilpatrick, Swafford, Findell, 2001)
practice in mathematics does not reflect these strategies; as a result,
these strategies will be part of our district career development plan. (AMN2)
research base in science indicates that student achievement will improve
if the following guidelines are applied to K-12 learning experiences.
practice in science does not reflect these guidelines; as a result, the
investigation of these guidelines will be part of our district career
development plan. (AMN3)
Success 4 is used at the John Cline Elementary and West Side Elementary Schools. We
have conducted our own action research in our district over the last
five years and have come to the conclusion that this program is helping
our students become more responsible and respectful of themselves and
others. Our surveys show an improvement each year in the attitudes and behaviors of our students. Boomerang, a similar cooperative program with the ISU Extension Office is provided for all students in grade 7. Continuation and expansion of similar programs will be considered. Our action plan will reflect this concern and identify actions to meet this need. (AR7)
What actions/activities will we use to address prioritized needs,
established goals, and any gaps between current and research-based
Whenever professional development is provided as part of the Decorah Community School Districtπs school improvement plan, it will be implemented according to the following guidelines:
achievement data will be used to determine appropriate action that will
have the best chance of increasing student learning. Subgroup data will be analyzed as well as whole-group data. (LRDA 1, LRDA4, LC4)
2. Student performance in reading, math, science, and technology will be considered in setting goals for student learning. (LRG2, LRG2, LRG3, PD6, TQ1, TQ2)
Specifically, teachers 6-12 will review the teaching of reading in the content areas.
teachers K-8 will choose mathematics textbooks/series that will be
aligned with the standards and benchmarks previously written. (AMN2),
3. The district will use the District Advisory Committee to support and plan the professional development. This
team will study the data, determine the professional development needed
to address student-learning issues, and support their fellow teachers
as they learn and implement new strategies to promote student learning.
will be selected based on the extent of their experience and knowledge
in the areas of professional development to be delivered. Programs implemented will be research-based and align with the needs identified by the data analysis. The
research used will demonstrate the use of rigorous, systematic, and
objective procedures to obtain reliable and valid knowledge relevant to
education activities and programs. (TQ6, SCF9)
development will include the components of theory, demonstration,
practice, observation, collaboration (peer coaching), and evaluation
(reflection). Building principals will be
responsible for ensuring that all components are implemented and will
work with staff to determine the content of the professional
development, based on student achievement data. (TQ3, TQ4, PD5, TQ7)
Iowa Content Network, AEA resources, and professional literature will
be used to review potential strategies and content for professional
development. Content that is selected will be
research-based and will align with the needs identified through the
analysis of student achievement data.
opportunities will be offered during in-service days prior to the
beginning of the school year and during early dismissal in-services. Part
of the time will be devoted to district-level initiatives and needs and
the majority of the time will be allocated for building-level use. All
staff, including guidance counselors, core teachers, exploratory
teachers, career/technical teachers, administration, and all other
professional staff, will be involved in the training that is offered. When designing the content of the training, the following components will be infused:
∑ Career/technical education and issues
of instruction for special needs students and students with diverse
learning needs (special education, gifted and talented, low SES
students, students at risk, ELL students) with attention to learning
styles preferences also
∑ Multi-cultural, gender fair emphasis
∑ Technology and using technology to learn
(FTP3, FTP4, FTP5, ELL, LEP1, PERK1, SPED1)
will take place through peer observations, grade level and/or
departmental team meetings, and sharing at district and building-level
in-service sessions. Teachers will be held
accountable for providing evidence of implementation through the use of
implementation logs, presentations/sharing with the rest of the staff,
and through their annual individual enhancement plans submitted to the
administrators at the end of the school year. Teachers
will observe one another deliver instruction using strategies from the
professional development training and will collaborate on lesson design. Peer coaches will also discuss and reflect on implemented lessons. (TQ8)
teachers and instructional teams will set goals that provide short-term
benchmarks for evaluating the effectiveness of the strategies being
implemented. Teams will use student achievement data to set short-term goals that are one-to-two months in duration. Progress toward these short-term goals is measured, and new goals are set based on new data collected.
evaluation of the professional development program is provided through
year-end reports and data collected that reflect the amount of increase
in student achievement, such as ITEBS/ITED, MAP, DIBELS, Stanford 9, and
other data. Teachers will also evaluate how well
technology and career/technical training has been integrated into
instruction and how these areas can be integrated effectively into the
professional development program.
Evaluation and supervision
Decorah Education Association and the Board of Education have agreed
that the criteria on which evaluations will be based will be the Iowa
Teaching Standards. (TQ5) A committee of teachers and administrators
will design the career teacher evaluation and supervision component. The teachers on the committee will gather input from all other teachers. In addition, all teachers will provide input to the plan during district-level in-service sessions.
2. Individual Career Development plans will be developed and based on the data from the individual teacher evaluations. Principals and teachers will review the evaluations and negotiate career improvement goals.
Local Descriptors of Iowa Teaching Standards
Local descriptors of the Iowa Teaching Standards will be incorporated into an evaluation instrument. A
timeline for the implementations of the process and the evaluation
instrument itself will need to be approved by the Decorah Education
Association and will need to be in place by July 1, 2005.
Alignment with Student Achievement Goals
The District Career Plan is aligned with Decorahπs long-range student achievement goals in the following ways:
G. How will we support implementation of the identified actions?
We will devise implementation plans for the actions previously described for CSIP goals 1,2,3,4, and 5. Implementation plans will address the following components:
∑ Clear expectations at the district and classroom levels
∑ Baseline data for each action, if available
to support each action including timelines, personnel, and budget
(including state and federal programs support as necessary)
∑ Specific implementation outcomes for action steps
∑ Persons responsible for oversight of implementation
∑ Evaluation of action implementation effectiveness
A. How will we know student learning has changed over time in relation to our long-range goals
all attendance centers at Decorah Community Schools are participating
in district-wide assessments in reading and math (ITBS/ITED) unless they
have an IEP (Individual Education Plan), which specifically prescribes
an alternative assessment. Evidence for the technical adequacy of our assessments is on file through the ITAP process. (DWAP1)
district uses at least one multiple measure in reading and math which is
the MAP Assessment (Measures of Academic Progress (DWAP6). This
assessment assesses students on all content standards in reading and
math. The SCASS is used as the multiple measure in science. (DWAP7, DWAP
8). Our students are assessed in reading, math, and science as per the Iowa Administrative Code.
Community Schools administers diagnostic reading assessment to measure
phonemic awareness, fluency, and comprehension for students in grades
K-3 three times a years. Results are reported to the parents at least twice a year. Decorah Community Schools used the following assessments: (DWAP3, DWAP4)
IAC 41.12(3), evaluation of special education activities includes the
process for monitoring students as demonstrated by: (ESPE1, ESPE2)
district uses an advisory committee to provide guidance in the
development and implementation of Title 1 programs in the district. This
group meets at least twice each year, at which time they review student
progress and use the student achievement data to recommend changes in
the program. The Title 1 staff schedules meetings
for the parents of Title 1 students to inform parents about the
program, seek their advice, report on assessment strategies, provide
support for parents who work with their children at home and help with
program evaluation. Information gathered at these meetings is included in the Title 1 plan. The plan is submitted to a committee of parents for review before it is finalized.
Measure of Academic Progress for reading and math
Dynamic Indicators of Early Literacy
* DIBELS assessment to be given grades 4-6 fall of 2004
SCASS for 03-04
Science Collaborative Assessment of Students and Standards
Measure of Academic Progress for Science
Begin fall 2004
Stanford 9 Math and Reading
A. What strategies/process will we use to evaluate how well the activities included in section 2F were implemented?
Goal-Oriented Approach to Program Evaluation
Decorah Community School District will use a goal-oriented approach to
formally evaluate the programs and services it offers to meet
prioritized student needs as identified in its CSIP. (ECSIP1) This
goal-oriented approach to program evaluation includes the following
will use a combination of formative and summative evaluation processes
within the program evaluation process. (TQ12) The district will also
determine the frequency of the formative and summative evaluation
processes for each of the programs/services by two factors: 1) legal
mandates and 2) local data. At a minimum, an in-depth formal summative
evaluation for all of the programs that Decorah incorporates into its
CSIP will occur within a five-year rotation. Note: Decorah will submit,
as required, any annual evaluation/reporting data for state and federal
District Leadership Team recommended the following program rotation and
timelines for in-depth summative program evaluation, using both student
achievement data and teacher implementation data:
∑ Professional Development Program (District Career Development Plan) will be evaluated annually, beginning in 2005 (TQ10, TQ 11)
∑ Title II, Part A (Teacher and Principal Training/Recruiting) will be evaluated annually, beginning in 2005 (TPTR1)
∑ Title I, Part A (Parent Involvement) will be evaluated annually, beginning in 2005 (TITL1)
∑ Title II, Part D (E2T2) will be evaluated every two years, beginning in 2005 (FTP6)
∑ Title IV (Safe and Drug Free Schools) will be evaluated every three years, beginning in 2005 (SDF10)
∑ Mentoring and Induction Program will be evaluated every three years, beginning in 2006 (TQ9)
∑ Title III (Language Instruction for LEP Students) will be evaluated every two years, beginning in 2006 (LEP3)
∑ Talented and Gifted Program will be evaluated every five years, beginning in 2007 (GT2)
(Vocational/Career and Technical Education Programs) will be evaluated
every five years, beginning in 2007 (PERK2, PERK3)
∑ At-risk Program will be evaluated every five years, beginning in 2008 (AR4)
∑ Special Education Programs and Services will be evaluated every five years, beginning in 2008 (ESPE1, ESPE2)
implementation data will we collect, analyze, and use to determine how
well each program/service selected in section 2G has been implemented to
support our CSIP goals?
CSIP Indicator Data to Measure Program Effectiveness
will evaluate the effectiveness of the majority of its instructional
programs and services, at least partially, through examination of the
indicator data, disaggregated by program participants, for each of the
goals listed in its CSIP Constant Conversation Question #2. Based on
input from the program providers, Building Leadership Teams, and
District Leadership Team, the district decided that evaluation of these
data would be sufficient, at this time, to assist in determining the
effectiveness of the following programs:
∑ Professional Development Program (district career development plan) (TQ11)
∑ At-Risk Program (AR4)
∑ Perkins (Vocational/Career and Technical Education Programs) (PERK2, PERK3)
∑ Mentoring and Induction Program (TQ9)
∑ Special Education Programs and Services (ESPE2)
∑ Title I, Part A (Parental Involvement Program) (TITL1)
∑ Title II, Part A (Teacher and Principal Training and Recruiting Program) (TPTR1)
∑ Title II, Part D (E2T2) (FTP6)
∑ Title III (Language Instruction for Limited English Proficient and Immigrant Students Program) (LEP3)
∑ Title IV (Safe and Drug Free Schools) (SDF10)
Additional Indicator Data to Measure Program Effectiveness
district decided that it needs additional information to determine the
effectiveness of some of its programs. In addition to the indicator data
associated with the CSIP goals listed in Decorahπs Constant
Conversation #2, the district will also collect, analyze, and use the
following data to inform effectiveness with the following programs:
Professional Development Program and Title II, Part A (TQ10, TQ11, TQ12, TPTR1)
∑ Percentage of faculty responsible for instruction who participate in district and building career development opportunities
∑ Percentage of K-6 teachers who accurately use the strategies as measured by observations and implementation logs
∑ Percentage of K-12 teachers who document technology usage in their implementation logs
∑ Percentage of K-6 students who are independent at grade level on DIBELS
∑ Percentage of 8th grade students who are proficient on district-developed technology performance tasks
Gifted and Talented Program (GT2)
than judging the effectiveness of its gifted and talented program
through CSIP goal indicators since Decorah does not believe that
disaggregating its district-wide assessment data by gifted and talented
student participants provides meaningful information, Decorah is going
to use the following indicator to determine the effectiveness of its
gifted and talented program
Perkins (Vocational/Career and Technical Education Programs (PERK2, PERK3)
of students by special population subgroups in career and technical
programs who are proficient in occupational skills
∑ Percentage of graduates by special population who were program concentrators who receive a high school diploma or equivalent
of senior program completers by subgroups who participate in career and
technical programs who indicate their intention to continue their
education, non-military employment, or military employment
Mentoring and Induction Program (TQ9)
of beginning teachers participating in the mentoring and induction
program who met goals of the district career development plan, as
appropriate to their teaching assignment.
of beginning teachers participating in the mentoring and induction
program who demonstrate competency in classroom management skills
Special Education Programs and Services (ESPE1
∑ Percentage of all students with Individualized Education Programs (IEPs) who meet their IEP goals.
Title I, Part A, Parental Involvement (TITL1)
of parents who participate in the annual evaluation of the parental
involvement policy in improving the academic quality of schools served
under Title I, Part A
Title III (LEP3)
∑ Percentage of ELL students who are proficient in English