Publication Booklet - APR Report

Fort Dodge Community School District

Progress REPORT
2010 - 2011
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Our Schools. Our Community. Our Pride.

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2010-2011 Annual Progress Report

Mission Statement
The mission of the Fort Dodge Community School
Message from District is to encourage and assist each individual
Superintendent to achieve his/her level of educational excellence.
To accomplish this mission, community input will be
Doug Van Zyl used to develop goals and action plans that include
prudent allocation of necessary resour ces.

Vision Statement
It’s hard to believe that I have had the pleasure of
being a part of the Fort Dodge Community School Dis- In order to realize high student achievement,
trict for a year; many wonderful things have taken every learner experiences an engaging curriculum in
place over that period of time. We have had students a caring learning community every day.
excel in the classroom; our graduation rate is the
highest it has ever been; the percentage of students Belief Statements
scoring proficient in the area of reading from grades
three to four has increased in all our elementary
Schools should be a positive, safe, caring, and nurturing
environment where all persons are respected, and learn-
schools; and our students are excelling in many other
ing is the number one priority.
areas. Whether they are on the field, court, mat,
pool, diamond or in the fine arts arena, our students
have reached state levels and have been awarded hon-
The achievement of a quality education re quires a col-
laborative sharing by students, families, community and
ors and recognitions that show the dedication and
schools that promotes and supports an education that is
commitment that each student and team has given to
in the best interest of all students.
their area.

The Fort Dodge Community School District is a won- The focus of our learning program should be to develop
derful place, and I am excited about what we have each student’s ability to communicate, think critically,
accomplished and what we have yet to do. The Fort and effectively work with others.
Dodge Community School District is a district that I
feel we all should be very proud of. We have great Each student should leave our schools equipped with the
students, a high-quality staff and a community that necessary skills to live and actively participate in a dem-
supports us. This looks to be a great year in the Fort ocratic as well as a global society.
Dodge Community School District, and I truly believe
in what we are doing and the initiatives to make im-
provements to grow with the community. If you have
any questions or concerns feel free to contact me or
any of our administrators.

Our Schools. Our Community.
Our Pride.

3


Points


of
P.R.I.D.E.
Butler elementary school has been removed from the  This past year a network upgrade was made at the high
“School in Need of Assistance” list; the percentage of stu- school which included a wireless public network which
dents proficient on the Iowa Tests of Basic Skills (ITBS) allows guests and students to use their own personal devic-
met the requirements of the No Child Left Behind Act. es and have internet access as well as access through the
school owned computers.
 The percentage of 2010-11 4th graders proficient in read-
ing, as measured by ITBS, in all elementary schools ex-  All elementary students, teachers and administrators par-
ceeded the percentage of the same group of students in ticipated in the “Go the Distance Day” on the last day of
2009-10 when they were 3rd graders. school for the 2009-10 school year. The activity promotes
health and physical fitness.
 The percentage of students proficient in 3rd grade in
reading, as measured by ITBS, in all buildings is the high-  A high school freshman was recognized for scoring in the
est it has been in the past 7 years. top 1 percent in the country on the ACT and was honored
at the University of Iowa Belin-Blank Center.
 Fair Oaks Middle School held its first Family Fitness day
in conjunction with Child Abuse Awareness Month to  Four Senior High Band students received All-State music
promote Healthy Family Activities, walking a total of honors; one student participated in All-State all four years
1,173 miles. of high school.

 Six Phillips Middle School Band students were selected  Eight Senior High band students were selected for the NCI-
for the NCIBA honor band. BA (North Central Iowa Bandmasters Association) district
honor band.

We demonstrate...
Personal Responsibility In Delivering Excellence
 Fort Dodge Senior High Large Group Speech advanced six  Three fourth grade Talented and Gifted students won merit
teams to state. awards at the University of Iowa Belin-Blank Center’s Vi-
sion of Inventiveness contest.
 Dodger baseball, softball, and bowling teams advanced to
the State tournament.  Five 7th/8th grade Choir student’s were accepted into
Opus Honor Choir. This group represents 400 outstanding
 Twenty-eight new students were inducted into the Nation- middle school vocalists in the State of Iowa.
al Honor Society at Fort Dodge Senior High.
 Senior High Marching Band received a “1” at state competi-
 2011 graduates of Fort Dodge Senior High received over tion.
$800,000 in scholarship awards.
 Senior High Jazz Lab received a Division One rating at
 Fifty-one Phillips Middle School 8th grade students re- State Jazz contest for the 8th year in a row.
ceived the Presidential Academic Award last year.
 Ninety-three Senior High students qualified for recognition
 Phillips Middle School PBIS (Positive Behavior Interven- in either science, math, or both at the annual Math-Science
tion and Supports) team received the Honor School recognition at FDSH.
Award from the Iowa Department of Education.

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ENROLLMENT Central Administration
INFORMATION Doug Van Zyl ● Superintendent
Enrollment for 2010-2011
Robert Hughes ● Assistant Superintendent for Personnel
Fort Dodge Elementary . . . . . . . . . . 1,379
and Administrative Services
Butler Elementary . . . . .. 345
Jack Christensen ● Director of Finance
Cooper Elementary . . . . . 236
Chris Darling ● Director of Operations
Duncombe Elementary . . 262
Marcy Harms ● Director of Student Services
Feelhaver Elementary . . . 220
Brenda Janssen ● Director of Food Services, Taher
Hillcrest Elementary . . . . 138
Ashton Newman ● Director of Communications and
Riverside Elementary .. . . 178
Community Relations
Fair Oaks Middle School . . . . . . . . . 516
Jeremy Pearson ● Information Technology Supervisor
Phillips Middle School . . . . . . . . . . . 503
Lis Ristau ● Director of Special Needs
Senior High School . . . . . . . . . . . . . 1,083
Dr. Sue Wood ● Director of Curriculum, Instruction and
Alternative High School . . . . . . . . . . . . 56
Assessment
TOTAL ENROLLMENT . . . . . . . . 3,537
*Does not include preschool grant, open enrollment or
Support Services
supplemental weighting. Shane Albrecht ● Owner Construction Manager
Rosie Ellendson ● K-6 Reading Coordinator, Title I
Travis Filloon ● Site Manager—Maintenance
Marcy Harms ● ELL
Claudia Harms ● New Teacher Mentoring, Induction
Diane Jass ● Systems Administrator
Corey Moody ● Student Mentoring
Tammy Oester ● Site Manager—Bus
Sheri Schill ● BLAST After School Program
Angel Gunderson ● Information Technology Specialist
Nick Dencklau ● Information Technology Specialist
Dr. Sue Wood ● TAG, Title I
Number of Students
Per Grade Level Per Sub-Group
2011-2012 Board of Education
The data below will assist in the interpretation of
charts and graphs on the following pages. Stu Cochrane Kevin Rogers
Grade Grade Grade Jan Merz Deb Peterson
4 8 11
Bill Kent Matt Wagner
All Students 239 247 273
Low Socio-economic
149 126 97 Brian Forsythe
(SES)
African American 21 28 13 Note: To assist in understanding the graphs and charts
on the following pages, a Glossary of Assessment Terms
Hispanic 19 13 6
is found on page 20 of this document.
Special Education (IEP 33 40 46

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Our Elementary Schools
a place where all children can learn

O ur elementary program is designed to provide students with the essential elements on
which to build a successful educational career. A clear, well-articulated and developmentally
-appropriate curriculum is the strength of our schools. Our five elementary schools house grades
K-4 and provide students with instruction in basic skills such as literacy, mathematics, the scienc-
es, social studies, and technology. To prepare for kindergarten, a District preschool program is
available to all children in the community and housed within two of our elementary buildings. An-
other preparation program, Transitional Kindergarten, is available for 5-year-old children to pro-
vide them the emotional, academic, and social skills needed before entering kindergarten.

Our curriculum is aligned across the District and encourages learning through the Iowa Core Curriculum. Classes
meet with special teachers in the areas of physical education, health, music, art, library-media, and computer.
Self-development skills and formative assessment are important areas of focus. Elementary students meet with
teachers for small group instruction every day based on their reading levels.

Technology is introduced to our students as early as kindergarten. Technology education includes becoming famil-
iar with keyboarding and computer programs, learning how to create presentations, using the internet for re-
search, and writing and presenting reports. Recently, our 2010-2011 kindergarten class used Flip cameras to video
and assess a public speaking presentation. Our basic program is also enriched by such activities as field trips,
guest presentations, special events, and assemblies to applaud students for academic accomplishments.

Cooper Elementary third grade students present reports on “Famous
American People” as parents and teachers look on.

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Our Middle Schools
a place to grow, explore, share, and develop each student’s unique potential

O ur two middle schools, Fair Oaks (grades 5-6) and Phillips (grades 7-8) provide students with a well-rounded
and rigorous curriculum. In addition to the core classes of English, math, science, social studies, and read-
ing, our students’ academic day includes opportunities in physical education, music, art, technology, family and con-
sumer science, health, and foreign language.

Our middle school team structure provides opportunities for individual instruction and support. Students learn
each day with the same group of teachers and students, allowing them to work daily in a cohesive and familiar en-
vironment. Students have one homeroom teacher and then move to different classrooms within their team
throughout the day. Students develop a feeling for working with multiple staff members and movement from one
area to another. Middle school provides students opportunities for maximum growth and understanding of major
ideas and disciplines. Students are encouraged to develop independent learning skills and explore special inter-
ests.

Throughout their middle school years, students may also elect to take performing arts such as band, orchestra, or
choir. Instrumental music lessons are also offered to all students. Students may also elect to participate in con-
certs, musicals, and several performing groups, giving them opportunities to showcase their training and abilities.
Students at Phillips may also choose to be involved in athletics and various clubs. Athletic opportunities allow stu-
dents to compete and travel at a state level, preparing them for the variety of activities and involvement opportu-
nities offered at the Senior High.

A highlight of the middle school experience is the Phillips Middle School offers 10 different athletics for boys and
opportunity to participate in music throughout grades 5-8. girls to participate in. Pictured above is the Phillips football team.

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Our High School
where all learners are challenged to pursue excellence

W ith over 200 courses from which to choose, Fort Dodge Senior High has a reputation for offering one of
the most extensive learning experiences in the area. Our high school’s comprehensive program is designed
for students in grades nine through twelve with diverse abilities and goals.

Our program includes advanced placement (AP) courses, honors classes, several opportunities for concurrent col-
lege credit from Iowa Central Community College, postsecondary enrollment options, as well as vocational articula-
tion and health occupations classes. Our broad choice of electives allows students to prosper in relation to their
interests and future plans.

Each year Vocational Technology students receive
conference and state recognition for their expertise
and skills.

The Board of Education frequently recognizes
students for their accomplishments. Above, the
Board congratulates a student after receiving an
academic merit award.

Students involved in Computer Programming design
iPhone Apps for the Apple market while learning
programming and design skills.

8

Each year the Comprehensive School Improvement/Equity Advisory Team, a committee comprised of community members, parents,
teachers, and administrators, analyzes student data and develops annual student achievement goals for the District. The following pag-
es illustrate the District’s progress toward the achievement of the goals. Each of the five goals includes indicators, or criteria, which will
measure the success toward the goal. For a complete look at the achievement of students in grade levels not represented in the charts
and graphs in this document, please visit the website: https://www.edinfo.state.ia.us/data/aprchart.asp
Goal 1: Achievement in Reading will improve for all students grades K-12
Indicator 1: Student achievement as measured by the Iowa Tests of Basic Skills (ITBS) and the Iowa Tests of Educational
Development (ITED) will improve.

Grade 4 ITBS Reading Comprehension - Spring 2011
Iowa Test of Basic Skills - Percent Proficient
100%

80%

60%

40%

20%

0%
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
State Goal 70.0% 70.0% 76.0% 76.0% 76.0% 82.0% 88.0% 94.0% 100.0%
All students 65.8% 76.3% 61.8% 75.0% 75.6% 73.3%
Low SES 54.4% 66.4% 54.6% 66.1% 70.9% 65.0%
African American 43.3% 60.6% 38.5% 65.4% 62.6% 65.0%
Hispanic 62.7% 69.2% 66.6% 73.7% 73.6% 52.6%
IEP 12.2% 31.4% 16.7% 31.6% 44.8% 28.1%

The chart above illustrates the achievement of 4th graders in the District including the sub-groups of low socio-economic students (SES), African
American, Hispanic, and students with Individual Education Plans (Special Education students). The blue line represents the State trajectory, or
state goal. Students are proficient if they score at or above the 41 st percentile. Although African American students saw an increase in the per-
cent proficient, other sub-groups did not. The goal was not met. The chart below represents achievement of the District’s 8th graders. At both the
4th and 8th grade level, an achievement gap continues to exist between “all” students and students in the sub-groups. The goal was not met.

Grade 8 ITBS Reading Comprehension Data - Spring 2011
Iowa Test of Basic Skills - Percent Proficient
100%

80%

60%

40%

20%

0%
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
State Goal 66.7% 66.7% 73.3% 73.3% 73.3% 80.0% 86.7% 93.3% 100.0%
All students 60.2% 62.9% 62.5% 64.7% 64.3% 62.6%
Low SES 44.5% 47.7% 54.4% 50.4% 59.5% 50.4%
Hispanic 46.2% 46.2% 52.9% 42.9% 38.5%
IEP 12.0% 13.1% 14.2% 18.2% 32.5% 10.5%

9

Grade 11 ITED Reading Comprehension Data - Spring 2011
Iowa Tests of Educational Development - Percent Proficient
100%

80%

60%

40%

20%

0%
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
State Goal 74.2% 74.2% 74.2% 79.3% 79.3% 79.3% 84.5% 89.7% 94.8% 100.0%
All students 72.1% 78.6% 77.3% 74.3% 72.9% 70.7% 69.5%
Low SES 58.4% 57.6% 63.1% 53.9% 58.9% 58.5% 67.9%
African American 35.6% 56.4% 50.0% 56.2% 40.9% 40.0% 50.0%
Hispanic 45.4% 46.2% 69.2% 63.6% 63.6% 66.6%
IEP 27.3% 21.7% 24.4% 18.0% 15.0% 11.4% 25.0%

The percent of low SES, African American, Hispanic, and IEP students proficient in reading at grade 11 increased. However, the
percent of all students proficient decreased slightly. The goal was not met.

Indicator 2: The percentage of students in grades K-4 who are reading at grade level as measured by the Fountas
and Pinnell leveling assessments and Phonological Awareness Tests will increase.

The chart below illustrates the percentage of students reading at grade level as measured by the Fountas and Pinnell leveling assess-
ment. The percent of students reading at grade level at Kindergarten is the same as in 2009-10. More students are reading at grade
level in grades 1, 2 and 4, with 1% fewer in grade 3. The goal was met in all grade levels except grade 3.

Percent of Students Reading at Grade Level
2006 - 2011 (Fountas and Pinnell Leveling)
100

80

60

40

20

0
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4
2006-2007 90 62 57 64 70
2007-2008 99 83 58 70 69
2008-2009 98 80 69 70 77
2009-2010 98 77 64 54 75
2010-2011 98 85 70 53 76

Results of Phonological Awareness Assessment: Students in grades kindergarten and first take the Phonological Awareness Test
to determine readiness for reading. Sub-tests of the test include rhyming, deletion, blending, and segmentation. The percentage of
students exhibiting readiness for reading decreased slightly on every sub-test. The goal was not met.

10


Indicator 3: Using cohort groups, the percentage of students in grades 1-8 who read fluently at grade level as
measured by “Words Per Minute” and comprehend at the “Independent Level” on the Basic Reading Inventory
will increase.

2011 Basic Reading Inventory Cohort Group 2009-10 2011 Basic Reading Inventory Cohort Group 2009-10
% Proficient in Fluency 2010-11 % Proficient in Comprehension 2010-11
100% 93% 93% 93% 96%
100% 90% 93%
86% 87% 87% 84%
85%
80% 72% 80% 72%70% 75%
64% 62%
61% 63%
60% 56% 47% 60% 54%
44%
40%
40% 40%

20% 20%

0% 0%
Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade
2 3 4 6 7 8 2 3 4 6 7 8
The charts above illustrate the achievement of cohort groups (the same students) as they move from one grade to the next. For exam-
ple, more students were reading fluently as 4th graders than when they were 3rd graders. More students were comprehending at the
independent level as 3rd graders than when they were in 2nd. Due to a change in the way fluency and comprehension are calculated
between 4th and 5th grades, no cohort data is available for 5th grade.

6 Traits Reading District Developed Vocabulary
Grades 8 and 11 Assessment Percent Proficient
Percent Proficient 2006-2011 Cohort Groups Grades 1-4
100% 100%
93% 92% 94% 92% 93% 94%
79% 80%80%
80% 80%
70% 70%
58% 62%
60% 55% 60%
54% 50% 54%
46% 47%

40% 40%
28%
24%
20% 20%

0%
0%
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
1st Gr. 10-11 2nd Gr. 10-11 3rd Gr 10-11 4th Gr. 10-11
8th Grade 11th Grade

Indicator 4: The percentage of students in grades 8 and Indicator 5: Using cohort groups, the percentage of stu-
11 who are reading at the proficient level on the 6 Traits dents in grades 1-11who are proficient on the District
Reading Assessment. generated vocabulary test will increase.
More students were proficient on the 6 Traits Reading Assess- The chart above illustrates the growth of the same students from
ment in grade 8 and grade 11 in 2010-11. The goal was met. year to year on the vocabulary assessment. For example, 2nd
graders in the 2010-11 school year (10-11) saw a 2% increase in
the percent of students proficient from when they were in 1st.

11


Goal 2: Achievement in Math will improve for all students grades K-12
Indicator 1: The percentage of students who score at the proficient level or above (41 st percentile or above using
national norms) on the ITBS Math Problem Solving and Data Interpretation in grades 3-8 and ITED Math Total
test in grade 11, including data disaggregated by subgroup, will increase.

Grade 4 ITBS Math - All Students - Spring 2011
100%

80%

60%

40%

20%

0%
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
State Goal 68.3% 68.3% 74.7% 74.7% 74.7% 81.0% 87.3% 93.7% 100.0%
All students 75.8% 75.7% 68.5% 73.4% 75.6% 70.2%
Low SES 68.8% 66.3% 59.1% 65.4% 70.9% 64.2%
Hispanic 56.4% 46.2% 88.8% 73.6% 52.6%
IEP 53.6% 34.4% 23.0% 38.6% 44.8% 15.6%

The chart above illustrates the achievement of 4th graders in the District including the sub-groups of low socio-economic students
(SES), African American, Hispanic, and students with Individual Education Plans (Special Education students). The blue line repre-
sents the State trajectory, or state goal. Students are proficient if they score at or above the 41st percentile on the Iowa Tests of Basic
Skills.. All categories saw a decrease in the percent of students proficient.
The chart below represents achievement of the District’s 8th graders. An achievement gap exists between “all” students and sub-
groups. All categories saw a decrease in the percent of students proficient. The goal was not met for grades 4 and 8.

Grade 8 ITBS Math Data - All Students - Spring 2011
100%

80%

60%

40%

20%

0%
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
State Goal 65.0% 65.0% 72.0% 72.0% 72.0% 79.0% 86.0% 93.0% 100.0%
All students 65.8% 69.7% 66.4% 68.0% 72.0% 66.5%
Low SES 51.6% 51.9% 57.2% 60.8% 66.1% 55.5%
Hispanic 46.2% 53.9% 70.0% 85.7% 53.9%
IEP 8.0% 16.7% 32.6% 16.3% 45.2% 26.4%

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Grade 11 ITED Math Data - Spring 2011
100%

80%

60%

40%

20%

0%
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
State Goal 74.2% 74.2% 79.3% 79.3% 79.3% 84.5% 89.7% 94.8% 100.0%
All students 78.3% 77.3% 70.0% 73.4% 71.5% 70.4%
Low SES 60.0% 64.3% 52.1% 57.0% 51.7% 67.9%
Hispanic 54.5% 61.6% 69.3% 36.4% 100.0%
IEP 19.6% 29.3% 12.2% 30.0% 16.7% 30.0%

Low SES, African American, Hispanic and IEP students saw an increase in the percentage of students proficient in math and met the
goal. However, the category of all students fell slightly below the 2009-10 percent proficient. The goal was not met.

Indicator 2: The percentage of students in
Math Benchmarks Met 2007-2011 grades K-3 who meet the math problem
100.0 solving benchmarks will increase.

The chart to the left illustrates that the percentage of students
80.0 who met the math benchmarks as measured by districtwide
assessments grew at grades K-2, but decreased at grade 3. The
60.0 goal was not met.

Math Exemplars and
40.0 11th Grade Districtwide Math Assessment
2007 - 2011
20.0 100

0.0 80
Knd. Grade 1 Grade 2 Grade 3
2007-2008 96.0 89.0 87.0 80.0
2008-2009 96.2 89.5 87.5 70.6 60

2009-2010 96.0 83.0 81.0 72.0
2010-2011 99.0 94.0 83.0 66.0 40

Indicator 3: The percentage of students in grades 20
4, 6, 8 and 11 who score at the proficient level or
above on the District developed mathematics assess-
ment will increase. 0
Grade 4 Grade 6 Grade 8 Grade 11
As illustrated in the chart to the right, gains were made in 2007-08 70 75 80 56
achievement on the District developed math assessment at grade 2008-09 52 67 57 53
11, but slight decreases occurred in grades 4, 6 and 8. The goal 2009-10 87 87 89 38
was met at grade 11, but not grade 4, 6, and 8. 2010-11 83 86 88 42

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Grade 4 ITBS Science - Spring 2011
Goal 3: Achievement in Science will improve for all stu-
dents grades K-12. 100%

Indicator 1: Student achievement, as measured by 80%
the Iowa Tests of Basic Skills (ITBS) and Iowa
60%
Tests of Educational Development (ITED), will
improve. 40%

The charts to the right illustrate student achievement in science 20%
as measured by the Iowa Tests of Basic Skills and Iowa Tests
of Educational Development. Students in grade 4 and 11 saw a 0% 2006-07 2007-08 2008-09 2009-10 2010-11
decrease in achievement, while students at grade 8 experienced All students 77.1% 74.7% 73.2% 79.5% 72.9%
an increase. The goal was not met. Low SES 68.7% 69.0% 65.2% 72.3% 68.0%
African Amer. 51.6% 53.8% 52.0% 75.1% 69.0%

Indicator 2: The percentage of students in grades Hispanic 56.4% 53.9% 55.5% 68.4% 57.9%
IEP 40.1% 50.0% 51.8% 55.2% 31.3%
8 and 11 who score at the proficient level or above
on the District developed science assessment will
increase.)
Grade 8 ITBS Science Data - Spring 2011
At the top of the next page are charts illustrating student 100%
achievement on the District developed science assessments.
89% of the students were proficient in 8th grade, while 76% of 80%
11th grade students were proficient on the assessment. The
data indicates an increase at both grade 8 and 11. The goal was 60%
met.
40%

20%
Actions Being Taken To Improve
Student Achievement 0% 2006-07 2007-08 2008-09 2009-10 2010-11
The major focus of the 2011-2012 Professional Development All students 73.0% 71.5% 81.3% 72.9% 75.7%
Low SES 57.5% 65.5% 76.8% 68.1% 67.0%
activities will continue to be devoted to the implementation of African Amer. 40.0% 55.0% 60.0% 36.3% 47.8%
formative assessment, a strategy which will allow students to Hispanic 46.2% 69.2% 82.4% 57.1% 46.2%

gain immediate descriptive feedback to assist them in areas of IEP 34.4% 44.9% 50.9% 48.9% 44.7%

deficiency in all content areas. Teachers, at all grade levels, will
continue to learn and implement reading strategies that will
assist struggling learners. They will also study and implement Grade 11 ITED Science Data - Spring 2011
differentiated instruction to accommodate the needs of the 100%
brightest students in the District as well as meeting the needs of
those students who need assistance. At all levels, programs are 80%

in place to assist those students not proficient in reading. Stu-
dents in grades K-4 receive small group flexible instruction and 60%

interventions. Students in grades 5-8 who are experiencing
40%
difficulty will experience 30 minute intervention periods each
day. Data generated from the Skills Iowa software program
20%
will assist teachers in identifying specific student needs. A Pre-
K-12 study of math will be conducted to determine actions that
0%
need to be taken to improve math achievement at all levels. All 2006-07 2007-08 2008-09 2009-10 2010-11
All students 79.3% 76.9% 76.6% 72.9% 72.7%
teachers in grades K-1 will be implementing Cognitively Guid- Low SES 70.0% 60.2% 66.3% 60.7% 67.5%
ed Instruction in the area of mathematics. Students at the mid- African Amer. 55.0% 59.4% 50.0% 50.0% 30.0%
Hispanic 81.8% 46.2% 61.6% 45.5% 66.6%
dle and high school participate in Second Chance Reading,
IEP 31.7% 32.0% 32.5% 20.0% 35.9%
Read 180 and System 44 classes.

14


Districtwide Science Assessment Grade 8 Districtwide Science Assessment Grade 11
2005-2011 2005-2011
100
100 89 84
86
77 89 74 75 74 75
80
80 73 76
67

60 60

40 40

20 20

0 0
2005- 2006- 2007- 2008- 2009- 2010- 2005- 2006- 2007- 2008- 2009- 2010-
06 07 08 09 10 11 06 07 08 09 10 11
Percent Percent
73 67 89 77 86 89 74 75 74 84 75 76
Proficient Proficient

Goal 4: All students grades K-12 will be proficient in the use of technology.

Indicator 1: The percentage of students at grade 8 and 11 who score at the proficient level or above on the In-
foSource technology assessment will increase.
Indicator 2: The percentage of students at grades K-8 who were proficient on grade level technology benchmarks
will increase.

The chart below illustrates student performance on the technology indicators listed above. For the first time, stu-
dents in grade 8 were assessed using the InfoSource technology assessment, so this year represented a baseline data
year. 41% of students at grade 8 were proficient. Fewer students were proficient on the assessment at grade 11 for
the 2010-11 year than the previous year. The goal was not met at grade 11. No data was available concerning
grade level technology benchmarks.
Results of ACT
Technology Assessment 2006-2011 The American College Test (ACT) was taken by 137
100
Fort Dodge Senior High students. The overall compo-
80 site score was 22.5 compared to the State average of
22.3. This represents a .6 increase over the 2009-10
60
school year. Twenty-nine percent of all students tak-
40 ing the ACT test at Fort Dodge Senior High met the
20 college readiness benchmarks in all four areas tested
on the ACT including English, Mathematics, Reading
0
% of students at % of students in
% of students in
grades K-8 who
and Science. This compares to 31% at the State level.
grade 8 who grade 11 who
scored at proficient scored at proficient
were proficient on
grade level
This is a 7% increase from the 2009-10 school year.
level on local level on local
technology
assessment 2006- assessment 2006-
benchmarks 2006-
2011 2011
2011
2006-2007 85.5
2007-2008 74 94
2008-2009 66.1 95
2009-2010 63.5 97.9
2010-2011 41 59.2

15


Goal 5: All students grades K-12 will experience Indicator 3: The percent of students who feel as
a learning environment that is safe, drug free and though students treat others with respect as meas-
ured by the 9-12 My Voices Survey will increase.
conducive to learning.
17% percent of students at Fort Dodge Senior High feel as
Indicator 1: The attendance rate as calculated by the
though students treat each other with respect compared to 34%
Iowa Department of Education using data from the
in 2009-10. The goal was not met.
spring BEDS report will meet or exceed the State’s
standard. Indicator 4: The number of physical assaults and
As illustrated on the chart below, the K-8 attendance rate im- fights will decrease.
proved slightly over the 2009-10 school year, but fell short of The number of physical assaults at the elementary level and
the 95.1 state standard. The goal was not met. grades 5 and 6 increased slightly. Grades 7 and 8 experienced
no physical assaults. An increase in physical assaults was ex-
perience at grades 9 and 10, but decreased at grades 11 and 12.

The number of fights increased slightly at the elementary and
grades 7 and 8. A decrease in fights was experienced at grades
5 and 6 as well as at grades 9-12.

Indicator 5: The percentage of students in grades 6,
8 and 11 that report no use of alcohol, tobacco or
other drugs on the triennial Iowa Youth Survey will
increase.

Note: Data below are reported from the 2008-09 Youth survey.
The State administers the Youth Survey every three years. Re-
sults of the 10-11 survey were not available at this time.

Indicator 2: The graduation rate as calculated by the Fewer students reported no use of alcohol in grades 6, 8 and 11
Iowa Department of Education using data from the in 08-09 as compared with 05-06.
standard. More students reported no use of tobacco in grades 6 and 11 in
08-09 as compared with 05-06. Fewer students reported no use
The graduation rate at Fort Dodge Senior High reached 90.5% of tobacco in grade 8 in 08-09 as compared with 05-06.
for the 2009-10 school year, the highest ever achieved over the
past seven years and only .2 below the State standard of 90.7% More students reported no use of drugs in grades 6 and 11 in 08-
Note: Graduation rate is calculated by the State for the previous 09 as compared with 05-06. Fewer students reported no use of
year. The goal was not met. drugs in grade 8 in 08-09 as compared with 05-06.

The goal was not met.

Indicator 6: The number of individual students
who are reported as truant for the full day at the
ninth and tenth grade level will decrease.

Fewer 9th grade students were truant in the 2010-11 school year
than in the 2009-10 school year. The goal was met.

This year served as a baseline for data for grade 10. Twenty-
four students experienced full day truancies at tenth grade. (Full
day truancy means that neither the parent or the school has ap-
proved the absence.)

16


FDCSD Achievement Comparisons to No Child Left Behind Results
State and Nation The Fort Dodge Community School District continues its
As evidenced in the charts below, the percentage of Fort
designation as a “District In Need of Assistance” under
Dodge Community School District students considered to
be proficient on the Iowa Tests of Basic Skills in grades 4 the federal No Child Left Behind Act. Students did not
and 8 and Iowa Tests of Educational Development in meet adequate yearly progress requirements in reading or
grade 11 exceeded the national percentages in reading and math. During the 2009-10 school year, Butler Elementary
math, but were below the State percentages for the and Duncombe Elementary were identified as Schools in
2010-11 school year. Need of Assistance because students in those schools did
not meet adequate yearly progress in reading during the
Percent of Students Grades 4, 8, and 11
Proficient in Reading on ITBS and ITED 2008-09 school year. The District has been notified that
100% Butler Elementary has met adequate yearly progress for
90% all students and sub-groups for the 2010-11 school year
80% and has been completely removed from the School in
70%
60%
Need of assistance list. Duncombe Elementary met ade-
50% quate yearly progress for all students, but fell slightly
40% short for low SES students. They will remain on the
30%
School in Need of assistance list. Riverside Elementary
20%
10% has been placed on the School in Need of Assistance list
0%
4th Grade 8th Grade 11th Grad e
in the area of mathematics. Action plans have been coop-
U.S . Students 20 11 60.0% 60.0% 60.0% eratively written between the Iowa Department of Educa-
Iowa S tud ents 2011 77.6% 72.6% 77.5% tion and the Fort Dodge Community School District to
Ft. Dod ge Stu dents
201 1
73.3% 62.6% 69.5% ensure continued improvement in student achievement in
reading and math.

Percent of Students Grades 4,8, and 11
Proficient in Math on ITBS and ITED
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
4th Grade 8th Grade 11th Grad e
U.S . Students 20 11 60.0% 60.0% 60.0%
Iowa S tud ents 2011 79.1% 75.3% 76.8%
Ft. Dod ge Stu dents
70.2% 66.5% 70.4%
201 1

Note: The State does not require the state and nation
comparison of science ITBS/ITED scores. Local scores
in science can be found on the preceding pages. Per-
centages represented in these charts are for all students,
not just full academic year students.

17


Graduate Information
Of the 272 students graduating in 2011, 80% indicated they would pursue a post-secondary education. The
remaining 20% planned to work full or part time, or join the military.
Dropout Rate
Note: The dropout rate is calculated by the State, and data is reported for the year preceding the date of the current an-
nual progress report.
The number of students in grades 7-12 considered to have dropped out of school during the 2009-10 school year was 62.
This is a decrease of 9 students from the prior year. Of the 62 dropouts, 29 were females, and 33 were males; 51 were
Caucasian, 2 were African American, 7 were Hispanic, and 2 were of multiple ethnicity. Of these students, 13 were
Special Education students.
Graduate Survey Information
Results of Senior Exit Survey
Each year a survey is given to exiting seniors to
determine their perceptions of their school experience at
Fort Dodge Senior High. Data from the survey is used to
make changes in programs and curriculum. Note: Only
a portion of the results are listed below. For a complete
report contact Marcy Harms at 515-574-5678.
80% of the graduating seniors stated that the school
made learning interesting by connecting learning
to the outside world.
98% of the graduating seniors felt as though teachers
were willing to help them.
85% felt as though the teachers held them to high
standards and demanded quality work.
85% felt as though they were properly prepared for
their future.

Teacher Qualifications Post Secondary College Classes
Last year 52% of teachers had taught in the District 11 or
more years, an indication of experience and dedication. During the 2010-11 school year, 28 Iowa Central Com-
One hundred percent of our teachers were certified by the munity College concurrent enrollment classes were of-
fered at Fort Dodge Senior High. During the first semes-
State of Iowa to teach in their field, meeting the Federal
ter, 159 students enrolled in 17 courses; during the se-
“No Child Left Behind Highly Qualified Teacher” criteria.
cond semester, 168 students enrolled in 10 courses; dur-
Type of Degree Percent of Teachers ing the third semester, 189 students enrolled in 17 cours-
Bachelor’s Degree 51% es; and during the 4th semester, 172 students enrolled in
13 courses. Nineteen students were involved in the post
Master’s Degree 49% secondary enrollment option, attending 30 different
Doctorate 0% courses on the Iowa Central Community College campus.
Forty-two students were enrolled in 63 Flex-net or on-
line Iowa Central classes.

18

Annual Improvement Goals
2011-2012

Goal 1: Achievement in reading will improve for all Goal 3: Achievement in science will improve for all
students, K-12. students, K-12.
Indicator 1: The percentage of students who score at Indicator 1: The percentage of students who score at
the proficient level or above (41st percentile or above the proficient level (41st percentile or above using
using national norms) on the ITBS Reading Comprehen- national norms) on the ITBS Science Test in grades 3
sion Test in grades 3 through 8 and ITED Reading Com- through 8 and ITED Science Test in grade 11,
prehension Test in grade 11, including data disaggregat-
including data disaggregated by subgroup, will
ed by subgroup, will meet the annual measurable objec-
tive developed by the Iowa Department of Education: increase.
Indicator 2: The percentage of students in grades 8
Annual Measurable Objectives and 11 who score at the proficient level or above on
Grades 3-5 88% students proficient
the District developed Science assessment will
Grades 6-8 86.7% students proficient
Grades 11 89.7% students proficient increase.
Goal 4: All students, K-12, will be proficient in the use
Indicator 2: The percentage of students in grades K-4 and application of technology.
who are reading at grade level as measured by Fountas Indicator 1: The percentage of students at grade 8
and Pinnell Leveling Assessments will increase. and 11 who score at the proficient level on the In-
Indicator 3: The percentage of students in grades 8, 11 fosource technology assessment will increase.
who are reading at the proficient level on 6 Traits Read-
Indicator 2: The percentage of students at grades K-8
ing Assessment will increase.
Indicator 4: Using cohort groups, the percentage of who are proficient on grade level technology bench-
students in grades 1-11 who are proficient on the District marks will increase.
generated vocabulary assessment will increase.
Goal 5: All students, K-12, will experience a learning
environment that is safe, drug-free, and conducive to
learning.
Indicator 1: The attendance rate as calculated by the
Goal 2: Achievement in math will improve for all stu-
Iowa Department of Education using data from the
dents, K-12.
Indicator 1: The percentage of students who score at
the proficient level or above (41st percentile or above standard.
using national norms) on the ITBS Mathematics Total Indicator 2: The graduation rate as calculated by the
Test in grades 3 through 8 and ITED Mathematics Test Iowa Department of Education using data from the
in grade 11, including data disaggregated by subgroup, spring BEDS report will meet or exceed the State’s
will meet the annual measurable objective developed by standard.
the Iowa Department of Education:
Indicator 3: The percent of students who feel as
Annual Measurable Objectives:
though students treat others with respect as measured
by the 9-12 “My Voices” survey will increase.
Grades 11 89.7% students proficient Indicator 4: The number of physical assaults and
Indicator 2: The percentage of students in grades K-3 fights will decrease.
who meet the math problem solving benchmarks will Indicator 5: The percentage of students in grades 6,
increase. 8, 11 that report no use of alcohol, tobacco, or mariju-
Indicator 3: The percentage of students in grades 4, 6, 8 ana on the biennial Iowa Youth Survey will increase.
and 11 who score at the proficient level on the District Indicator 6: The number of individual students who
identified/developed Mathematics assessment will in- are reported as truant for the full day at the ninth and
crease. tenth grade level will decrease.

19

The Fort Dodge Community School District Foundation
Fort Dodge Alumni Association
Through the support of the Fort Dodge Community School District Foundation, the Fort Dodge Alumni
Association and the Ann Smeltzer Charitable Trust, projects such as the following have been funded. (This is not an
all inclusive list. Many more projects have been funded by each group.)

Foundation Projects

 State library books for Butler Elementary
 Flip cameras for Phillips Middle School and
Fort Dodge Senior High
 Strengthening Families project at Fair Oaks
Middle School
 Graphing calculators for Fort Dodge Senior
High
 GPS Heart Monitors for Fort Dodge Senior
High.
 Qomo tablets for Cooper Elementary

Alumni Association Projects Ann Smeltzer Charitable Trust
 Authors Program  Interactive Student Response System
 5 Scholarships for Senior High School Gradu-
ates to attend Iowa Central Community College

Central Administration Office Feelhaver Elementary School Phillips Middle School
104 South 17th Street · 576-1161 1300 14th Ave. N.· 574-5680 1015 5th Ave. N. · 574-5711
Superintendent: Doug Van Zyl Principal: Bruce Hartley Principal: Dr. Joe Libby
Principal’s Administrative Assistant Principal: Jared Smith
Butler Elementary School Assistant: Ryan Flaherty Assistant Principal: Mark Johnson
945 S. 18th Street · 574-5882
Principal: Mike Woodall Riverside Elementary School Alternative Program
733 F Street · 574-5740 104 S. 17th Street· 576-7305
Cooper Elementary School Principal: Bruce Hartley Director: Dave Keane
2420 14th Ave. N. · 574-5602 Principal’s Administrative
Principal: Dr. Marlene Johnson Assistant: Ryan Flaherty Senior High School
819 N. 25th Street · 955-1770
Duncombe Elementary School Fair Oaks Middle School Principal: David Keane
615 N. 16th Street · 574-5623 416 S. 10th Street· 574-5691 Assistant Principal: Ed Birnbaum
Principal: Pat Reding Principal: Dr. Joe Libby Assistant Principal: Dr. Ben Johnson
Assistant Principal: Amy Griffin

For additional information about this report contact Sue Wood, at 515-574-5640
swood@fort-dodge.k12.ia.us

20

A Glossary of Assessment Terms

Throughout this report you will find references to various tests, assessments and terms which are defined in this glossary.
Iowa Tests of Basic Skills (ITBS): A standardized test given to all students grades 2-8. Students are proficient on the
test if they score in the 41st percentile or higher.
Iowa Tests of Educational Development (ITED): A standardized test given to all students in grades 9-11. Students are
proficient on the test if they score in the 41st percentile or higher.
Basic Reading Inventory: An assessment which requires students in grades 1-8 to read a passage and orally answer
questions about the passage. The assessment yields a score for fluency and comprehension. Students are proficient in
fluency if they read the appropriate words per minute for their grade level. In comprehension, students who miss only 1
question out of 10 are proficient.
Six Traits Reading Assessment: A test administered to students in grades 8 and 11 that assesses a student’s ability to
read a passage and respond to questions that require interpretation, synthesis and evaluation. Students are proficient if
they score a 3 or higher on a 5 point rating scale.
Fountas/Pinnell Leveling: Assessments that are given to students in grades K-4 to determine if students are reading at
grade level. Students read a passage and respond to questions about the passage. The results yield a reading level from A
-Z. To be proficient a student must have 90% accuracy, 25% of the time they are self-correcting, and miss only one of
the comprehension questions.
Math Exemplars: A problem solving assessment in which students are given a word problem. They are asked to develop
a strategy to solve the problem, present the solution in writing, and communicate their thinking as the problem is solved.
Students are proficient if they score a 2 or better.
Benchmark Assessments: The District has developed standards in each content area that all students should know and
be able to do by the time they graduate from high school. Benchmarks were developed for each grade level to indicate
where students need to be upon completion of each grade if the standard is to be achieved. Benchmark assessments pro-
vide information about a student’s progress on the benchmarks. Students have met the benchmark if they score an 80%
or higher on the benchmark assessment.
District Developed Assessments: Assessments have been developed by teachers in the District to determine student pro-
gress on standards that are not assessed on the Iowa Tests of Basic Skills and Iowa Tests of Educational Development.
Proficiency levels vary on each assessment.
Cohort Groups: The term Cohort groups refers to measurement of the same students from year to year. As an example
the same students are reported in grade 3 that are reported in grade 4. This allows for consistency in data analysis.

.It is the policy of the Fort Dodge Community School District not to discriminate on the basis of race, creed, color, ancestry, age, sex, sexual orientation, gender
identity, national origin, disability, physical attributes, religion, political party preference, political belief, socioeconomic status, actual or potential parental, fami-
ly or marital status in its programs, services, and employment practices. If you have questions or grievances related to this policy, please contact Marcy Harms,
Director of Student Services, Central Administration Office, 104 South 17 th Street, Fort Dodge, IA 50501, (574-5678) or contact the U. S. Department of Education
Office for Civil Rights Midwestern Division, 10220 North Executive Hills Boulevard, 8 th Floor, Kansas City, MO 64153-1367. (Alternate for Section 504 is Lis
Ristau, Director of Special Needs, 515-574-5675).

The District’s Compliance Coordinator for Affirmative Action is Robert L. Hughes, Assistant Superintendent, who can be reached at 574-5657 or 104 South 17th
Street, Fort Dodge, IA 50501.

The District’s Designated Investigator of Physical/Sexual Abuse of Students by School Employees is Marcy Harms. She can be reached at 574-5678 or 104 South
17th Street, Fort Dodge, IA 50501. The alternate is Corey Moody. He can be reached at 574-5469 or 819 North 25th Street, Fort Dodge, IA 50501.

The District’s Officer for Harassment Complaints and Allegations is Marcy Harms, Director of Student Services. She can be reached at 574-5678 or 104 South 17th
Street, Fort Dodge, IA 50501.

Revised: 06/11crf

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