Annual Progress Report (APR) to the

Iowa Department of Education

Chapter 12 Improvement Goals Reading

Long-Range Goals from CSIP: 281--IAC 12.8(3)(b)(3) It is possible to copy and paste the long-range goal from the CSIP, while viewing the latest certified CSIP from the IDoE Public Web Site. Get Certified CSIP <-- This link will open into a separate browser window.	Goal 1: The percent of all students in grades 4, 8, and 11 who are proficient in reading and math as measured by the Iowa Tests will reach the proficiency target established by the state of Iowa's Achievement Trajectory.
2005-2006 Current School Year Annual Goals: 281--IAC 12.8(3)(b)(4) If available, the previous year's projected annual goal data will be automatically provided and can be adjusted.	Goal 1: Increase the percent of students on Individual Education Plans in grades 4, 8, and 11 who are proficient in reading and math as measured by the Iowa tests.
Were the Annual Goals Met?	Yes       No
Supporting Data to demonstrate that the district has or has not met its goal: One example: Our goal was (annual improvement goal). We (did/did not) meet the goal. Last year our students scored (data for 2004-2005). Our goal predicted we would see a change of (amount of change). This year our students scored (data for 2005-2006), which is (more/less/same) than what was expected.	Our annual goals for reading, math, and science focused on improving the achievement of IEP students as measured by the Iowa Tests. There were mixed results for IEP students depending on the grade level and the subject. IEP students--4th grade Reading 2004-2005: 29% proficient 2005-2006: 29.7% proficient(met) IEP students--8th grade Reading 2004-2005: 28% proficient 2005-2006: 19.7% proficient (not met) IEP students--11th grade Reading 2004-2005: 33.3% proficient (not met) 2005-2006: 23.5% proficient
If the District Did Not Meet its Goal 281--IAC 12.8(3)(b)(4) The plan to meet future goals includes the following:	The plan to meet our future goal focuses exclusively on improving student comprehension and includes the following: 1. Training in Second Chance Reading for 7th, 8th and 9th reading teachers. Students reading one or more grade levels below grade level as indicated by the Iowa Tests will be placed in Second Chance Reading. If their fall Stanford Reading diagnostic tests confirms their below grade level status, these students will be placed in an SCR class. All SCR teachers have a reading endorsement. The SCR teachers will also be team teaching level I special ed classes in which the reading curriculum has been changed to the curriculum of SCR. 2. Training in instructional strategies to aid content area comprehension for all other secondary teachers. Teachers will be supported in their understanding and implementation of content comprehension strategies through the district's professional development model which closely follows the IPDM. Weekly opportunities for collaborative planning, practice, feedback and coaching have been built into the plans. 3. All K-5 teachers, including special education teachers will focus on learning and implementing 2 comprehension strategies over the course of the school year: QAR and Read Aloud/Think Aloud. Teachers understanding and implementation will be supported by the district's professional development model which closely follows the IPDM. Weekly opportunities for collaborative planning, practice, feedback and coaching have been built into the plan.
2006-2007 Next School Year Annual Goals: 281--IAC 12.8(3)(b)(4)	Annual Goal for 2006-2007: Increase the percent of students at all levels achieving one or more years of growth in reading comprehension as measured by the standard score of the Iowa Tests.

Chapter 12 Improvement Goals Math

Long-Range Goals from CSIP: 281--IAC 12.8(3)(b)(3) It is possible to copy and paste the long-range goal from the CSIP, while viewing the latest certified CSIP from the IDoE Public Web Site. Get Certified CSIP <-- This link will open into a separate browser window.	The percent of all students in grades 4, 8, and 11 who are proficient in reading and math as measured by the Iowa Tests will reach the proficiency target established b the state of Iowa's Achievement Trajectory.
2005-2006 Current School Year Annual Goals: 281--IAC 12.8(3)(b)(4) If available, the previous year's projected annual goal data will be automatically provided and can be adjusted.	Increase the percent of students on Individual Education Plans in grades 4, 8, and 11 who are proficient in reading and math as measured by the Iowa tests.
Were the Annual Goals Met?	Yes       No
Supporting Data to demonstrate that the district has or has not met its goal: One example: Our goal was (annual improvement goal). We (did/did not) meet the goal. Last year our students scored (data for 2004-2005). Our goal predicted we would see a change of (amount of change). This year our students scored (data for 2005-2006), which is (more/less/same) than what was expected.	The achievement results for the math goal were mixed; with one grade meeting the goal and 2 grades not meeting it. IEP--4th grade Math 2004-2005: 46.8% proficient 2005-2006: 40.6% proficient (not met) IEP--8th grade Math 2004-2005: 16.3% proficient 2005-2006: 33.8% proficient (met) IEP--11th grade Math 2004-2005: 45.8% proficient 2005-2006: 41.7% proficient (not met)
If the District Did Not Meet its Goal 281--IAC 12.8(3)(b)(4) The plan to meet future goals includes the following:	Summer school for students scoring below the 41st percentile has been implemented in grade 6-8. Level I IEP students are in inclusion classrooms, team taught with a certified math instructor. Math tutorials have been implemented in the middle school. Comprehension strategies to aid students in understanding math content reading will be implemented during the 2006-2007 school year at all secondary levels. K-5 teachers will continue to focus on math fluency with facts and strategies for problem solving. These are 2-year initiatives.
2006-2007 Next School Year Annual Goals: 281--IAC 12.8(3)(b)(4)	Increase the percent of all students at all levels achieving one or more years of growth in reading comprehension as measured by the standard score on the Iowa Tests.

Chapter 12 Improvement Goals Science

Long-Range Goals from CSIP: 281--IAC 12.8(3)(b)(3) It is possible to copy and paste the long-range goal from the CSIP, while viewing the latest certified CSIP from the IDoE Public Web Site. Get Certified CSIP <-- This link will open into a separate browser window.	The percent of all students in grades 8 and 11 who are proficient in science as measured by the Iowa tests will increase annually.
2005-2006 Current School Year Annual Goals: 281--IAC 12.8(3)(b)(4) If available, the previous year's projected annual goal data will be automatically provided and can be adjusted.	Increase the percent of stduents on Individual Education Plans in grades 8 and 11 who are proficient in science as measured by the Iowa tests.
Were the Annual Goals Met?	Yes       No
Supporting Data to demonstrate that the district has or has not met its goal: One example: Our goal was (annual improvement goal). We (did/did not) meet the goal. Last year our students scored (data for 2004-2005). Our goal predicted we would see a change of (amount of change). This year our students scored (data for 2005-2006), which is (more/less/same) than what was expected.	Our goal addressed both 8th and 11th IEP students and we had mixed results in the achievement of these students. IEP--grade 8 Science 2004-2005: 54% proficient 2005-2006: 57.8% proficient (goal met) IEP--grade 11 Science 2004-2005: 62.5% proficient 2005-2006: 52.9% proficient (goal not met)
If the District Did Not Meet its Goal 281--IAC 12.8(3)(b)(4) The plan to meet future goals includes the following:	At the middle level students with IEPs are fully included in the regular science classroom with teachers certified in science. Plans are to continue this model. At the high school level, a third year of science is now required for graduation. Curriculum and materials have been developed to support this expanded science requirement.
2006-2007 Next School Year Annual Goals: 281--IAC 12.8(3)(b)(4)	Increase the percent of all students at all levels achieving one or more years of growth in reading comprehension as measured by the standard score on the Iowa Tests.

Chapter 12 Post-Secondary Data

Measure of Probable Post-Secondary Success   281--IAC 12.8(3)(a)(6) Percentage of high school students (any students in grades 9-12 who took ACT during the school year) achieving a score or status on a measure indicating probable post-secondary success.
List assessment used and cut score:	Test ACT Cut score 20 74% of the students from Mason City who tested on the ACT achieved a score of 20 or higher, indicating probable post-secondary success.
This measure should be the measure used by the majority of students in the school, school district, or attendance center who plan to attend a post-secondary institution. If available, ACT data will be automatically provided and can be adjusted up or down. These data are from the last available Spring B.E.D.S.	Total number of students achieving a score or status on a measure indicating probable post-secondary success. If the measure used is the ACT, the cut score for probable post-secondary success is 20. (Number of students who took the ACT test with probable post-secondary success: 186. Iowa Testing information from Project EASIER BEDS table.)    Total number of students who took the test. (Number of students who took the ACT test: 250. Iowa Testing information from Project EASIER BEDS table.)   74.4%     Total percentage of students achieving a score or status on a measure indicating probable post-secondary success. The percentage is the number of students who took the ACT and scored 20 or higher, divided by the number of students who took the ACT.

Post-Secondary Education/Training Intentions   281--IAC 12.8(3)(a)(5)

All high school seniors who intend to pursue post-secondary education or training. PUBLIC Senior Post-Secondary Education/Training Intentions data will be automatically provided and is for review only. These data are from the last available Spring B.E.D.S.

Total number of seniors who intend to pursue post-secondary education/training. (Number of seniors who declared post-secondary education intentions: 245. Data from Project EASIER BEDS table.)    Total number of seniors. (Number of seniors: 294. Data from Project EASIER BEDS table.)   83.3333333%     Total percentage of seniors intending to pursue post-secondary education/training. The percentage is the number of seniors who intend to pursue post-secondary education/training, divided by the number of seniors.

Core Program Completers   281--IAC 12.8(3)(a)(7)
All high school graduates who completed a core program which includes four years of English/language arts and three or more years each of mathematics, science, and social studies.	Total number of high school graduates who completed a core program.    Total number of high school graduates.   42.0875420%     Total percentage of high school graduates who completed a core program. Percent arrived at by dividing the number of graduates who completed a core program by the total number of graduates.

Chapter 12 Post-Secondary Dropout Data

Dropout Data   281--IAC 12.8(3)(a)(4)
Dropout means a school-age student who is served by a public school district, or accredited nonpublic school, and enrolled in any of grades seven through twelve and who does not attend school or withdraws from school for a reason other than death or transfer to another approved school or school district or has been expelled with no option to return.

IMPORTANT Dropout data lags by one school year for the purpose of the APR summary to be viewed by the general public. On this form, the dropout data are from the prior school year (2004-2005), while the APR itself is in the current school year (2005-2006).

Public dropout data are for review only.

Dropout Definitions
Students who satisfy one or more of the following conditions are considered dropouts:

1. Was enrolled in school at some time during the previous school year and was not enrolled by October 1 of the current school year or

2. Was not enrolled by October 1 of the previous school year although was expected to be enrolled sometime during the previous school year (i.e., not reported as a dropout the year before) and

3. Has not graduated from high school or completed a state or district-approved educational program; and

4. Does not meet any of the following exclusionary conditions:

a. transfer to another public school district, private school, or state or district-approved educational program,

b. temporary school-recognized absence due to suspension or illness,

c. or death.

5. A student who is in a program designed to earn a GED is considered a dropout.

All Dropouts 2004-2005	Total number of All Dropouts, grades 7-12.    Total number of All Students, grades 7-12.   1.837%     Total percentage of All Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
DROPOUT SUBGROUPS
Female 2004-2005	Total number of Female Dropouts, grades 7-12.    Total number of Female Students, grades 7-12.   1.414%     Total percentage of Female Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
Male 2004-2005	Total number of Male Dropouts, grades 7-12.    Total number of Male Students, grades 7-12.   2.246%     Total percentage of Male Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
White (not of Hispanic origin) 2004-2005	Total number of White (not of Hispanic origin) Dropouts, grades 7-12.    Total number of White (not of Hispanic origin) Students, grades 7-12.   1.801%     Total percentage of White (not of Hispanic origin) Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
Black (not of Hispanic origin) 2004-2005	Total number of Black (not of Hispanic origin) Dropouts, grades 7-12.    Total number of Black (not of Hispanic origin) Students, grades 7-12.   0%     Total percentage of Black (not of Hispanic origin) Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
Hispanic 2004-2005	Total number of Hispanic Dropouts, grades 7-12.    Total number of Hispanic Students, grades 7-12.   4.032%     Total percentage of Hispanic Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
American Indian or Alaskan Native 2004-2005	Total number of American Indian or Alaskan Native Dropouts, grades 7-12.    Total number of American Indian or Alaskan Native Students, grades 7-12.   0%     Total percentage of American Indian or Alaskan Native Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
Asian or Pacific Islander 2004-2005	Total number of Asian or Pacific Islander Dropouts, grades 7-12.    Total number of Asian or Pacific Islander Students, grades 7-12.   0%     Total percentage of Asian or Pacific Islander Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
Disabled/IEP 2004-2005	Total number of Disabled/IEP Dropouts, grades 7-12.    Total number of Disabled/IEP Students, grades 7-12.   2.857%     Total percentage of Disabled/IEP Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.

Additional State Requirements

Other Locally Determined Indicators   281--IAC 12.8(3)

These are additional indicators that impact student learning as determined by the local school or school district. N/A does not apply—every school district must report at least one additional locally determined indicator.

The district has focused on monitoring the achievement of students performance with oral and written language. Writing proficiency is evaluated at 2nd, 4th, 6th, 9th and 11th grades. The district has established performance standards for each wrtining trait at each level (3 or above on a 5 point rubric). Overall proficiencies for the assessed grades were as follows: Second 96.0% proficient Fourth 84.4% proficient Sixth 64.5% proficient Ninth 75.2% proficient Eleventh 86.6% proficient Trend analysis of performance on each trait continues to show that proficiency on the use of conventions is the weakest trait for student writers at all levels. The district also evaluates student proficiency with oral communication through culminating oral presentations in fifth, eighth and tenth grades. Performance standards have been established for each grade level. This year's data indicate the following: Fifth 95% proficient Eighth 91.4% proficient Tenth 93.7% proficent

Progress with Early Intervention Goals   281--IAC 12.8(3)(a)(8) Early intervention goal(s) might be the same as a 4th grade reading or mathematics goals or can be reading and mathematics goals specific to K-3. Early intervention goal(s) might also be class size reduction goals.
Did the school districts accept Early Intervention funding?	Yes       No
All school districts receiving Early Intervention block grant funds shall report progress with their early intervention goals.	The district's early intervention goal is "to improve academic readiness at the primary level." Progress with this goal is evaluated by administering DIBELS in kindergarten and first grade. Data from this year's first grade end-of-year testing indicates that 91.8% of exiting first graders were proficient in reading fluency.

Chapter 12 Multiple Assessments

Reading
Assessment Used:	DIBELS – Dynamic Indicators of Basic Early Literacy Skills (75)
Explanation -- How did the students do on this test?	DIBELS Oral Reading Fluency Tests are used to determine student proficiency in grades 1-3. Proficiency is defined as a minimum Raw Score for each grade level. End-of-year data indicate the following levels of proficiency with oral fluency for all district students: First Grade 91.8% proficient Second Grade 85% proficient Third Grade 84.4% proficient

Math
Assessment Used:	Basic Math Facts Test (24)
Explanation -- How did the students do on this test?	The district evaluates student progress with the basic math facts using a timed 100 problem test for each operation. These tests begin in the third quarter of first grade and continue through fifth grade. Student progress is reported out each reporting period. Grade level end-of-year proficiency indate the follwoing achievement: First Grade Addition 60.35 proficient Second Grade Addition 89.6% proficient Subtraction 64.2% proficient Third Grade Addition 84.8% proficient Subtraction 77.2% proficient Multiplication 66.1% proficient Fourth Grade Addition 72.2% proficient Subtraction 65.8% proficient Multiplication 67.2% proficient Division 67.4% proficient Fifth Grade Addition 79.8% proficient Subtraction 71.5% proficient Multiplication 84.7% proficient Division 82.0% proficent

Science
Assessment Used:	District Developmental Assessments (84)
Explanation -- How did the students do on this test?	Eighth grade students are assessed on their understanding of the science process skills. This assessment is administered in the fall of sixth grade (baseline) and the spring of eighth grade. Cohort groups are evaluated for growth. This year's results indicate 55% of 8th grade students were proficient on these process skills. This reflects a slight decline from the previous year.