Welcome to the Clear Lake Community School District

1
Indianola Community School District
Department of Education Comprehensive Site
Visit January 18-20, 2005
2

• About Our District

3
Indianola Community School District Mission
Statement

• The Indianola Community School District in
  cooperation with the greater Indianola Community
  is committed to educational excellence for each
  student.

4
Indianola Values and BeliefsWe believe

• A safe, caring environment is essential.
• All students can learn.
• Educational success is a total community
  responsibility.
• Good citizenship and positive character
  development are important.
• High expectations result in excellence.

5
Indianola Values and BeliefsWe believe

• (continued)
• In our diverse society, people will be treated
  with dignity and respect.
• Learning is life long.

6
Indianola Community School DistrictOur
Collective Commitments to Excellence

• Student Goals
• Students graduating from Indianola Community
  School District will
• Anticipate and constructively react to change.
• Access, evaluate and use information.
• Be responsible and accountable for their
  decisions.
• Communicate effectively in a variety of ways.
• Demonstrate respect for the aesthetic qualities
  in life.
• Demonstrate proficiency in and application of
  basic academic skills.
• Show concern and respect for self, others and the
  environment.
• Solve problems independently, cooperatively and
  creatively.
• Utilize changing technology.
• Developed by Strategic Planning Committee in 2000

7
Demographics of the Indianola School District

• There are approximately 13,000 residents within
  our districts boundaries. There is a significant
  number of high income families in our community
  and yet 15 of our students qualify for free and
  reduced lunch.
• Our districts certified enrollment is 3,205.7
  students.

8
Demographics of the Indianola School District

• In September of 2000, our district had 3,236.3
  students.
• Warren Countys birth rate
• 1990 479
• 1995 481
• 2000 513
• 2002 489

9
Financial Information
10
Financial Information
11
Financial Information

• Completion of an 8.5 million renovation to the
  Indianola High School which included a 1 million
  Vision Iowa Grant
• Passage of the Warren County Local Option Sales
  Tax

12
Student Demographics
13
Staff Demographics

• Administrators 17
• Associates 94
• Buildings and Grounds 30
• Child Care 25
• Clerical 20
• Food Service 27
• Teachers/Nurses 224
• Transportation 44
• Network Manager 1
• Theatre Manager 1
• Total Staff 483

14
Indianola School District Facilities

• Emerson Elementary School
• PreK-5th Grade 479 students

15
Indianola School District Facilities

• Irving Elementary School
• PreK-5th Grade 527 students

16
Indianola School District Facilities

• Whittier Elementary School
• K-5th grades 419 students

17
Indianola School District Facilities

• Indianola Middle School
• 6th- 8th grades 757 students

18
Indianola School District Facilities

• Indianola High School
• 9th-12th grades 982 students

19
Indianola School District Facilities

• The 7.5 million bond issue and a 1 million
  Vision Iowa Grant enabled the district to
  renovate the high school with a new heating,
  cooling and air conditioning system along with
  new lighting and other improvements to the
  building.

20
Indianola School District Facilities

• Indianola Learning Center
• 9th-12th grades 51 students

21
Indianola School District Facilities

• Administrative Office BuildingHouses the
  Superintendent, Board Secretary/Business Manager,
  Human Resources Director and School Improvement
  Director.

22
Information Technology

• The Indianola Community School District provides
  a stable, secure and reliable network that offers
  students and staff constant access to data and
  resources that support a variety of teaching,
  learning and administrative functions.

23
Information Technology

• The operational philosophy is one of continuous
  improvement with the underlying concepts of
  standardization, customization, automation and
  fiscal responsibility.

24
Information Technology

• The network architecture and infrastructure are
  designed to optimize human, technical and fiscal
  resources and to promote future growth and
  expansion of technological capabilities.

25
Information Technology
Please feel free to visit our website
at http//www.indianola.k12.ia.us/
26

• Needs Assessment in Review

27
Indianola CSD Needs Assessment
During 1999-2000, the district Strategic Planning
Committee conducted a community survey and held
public forums. The needs that emerged were as
follows

• Curriculum and instruction should serve to
  increase student achievement.
• Early childhood/kindergarten programs should be
  reviewed.
• Students and staff should have a safe
  environment.
• Parent and community involvement should be
  increased.
• Plan for facilities.
• Sound district finance.

28
Indianola CSD Needs Assessment
Committees were established to study and make
recommendations on achieving the goals. The
following committees were established

• Effective Practices to Increase Student
  Achievement
• Early Childhood Education
• Long-Range Facilities Planning
• Parent and Community Involvement
• Safe Educational Environment

29
Indianola CSD Needs Assessment
Recommendations of the committees follow

• Effective Practices to Increase Student
  Achievement
• Work on implementing the concepts of
  standards-based education by 2005.
• Revision of math, reading, writing and social
  studies standards and benchmarks has been
  completed.

30
Indianola CSD Needs Assessment
Effective Practices to Increase Student
Achievement (continued)

• A new curriculum model was designed and
  implemented in the fall of 2003. The flexible
  model reviews the four core areas on a four-year
  cycle and the remaining subject areas on a
  traditional six-year cycle.

31
Indianola CSD Needs Assessment
Effective Practices to Increase Student
Achievement (continued)

• A new teacher evaluation instrument has been
  developed that aligns with State Teacher
  Standards and standards-based education. This
  instrument was piloted during 2003-2004, expanded
  in 2004-05, and will be implemented for all staff
  in 2005-06.

32
Indianola CSD Needs Assessment

• Early Childhood Education
• The current half-day kindergarten program will
  continue per the committee recommendation.
  Effective class size implementation will be
  reviewed annually by the district.

33
Indianola CSD Needs Assessment

• Long-Range Facilities Planning
• The committee met during the 2003-2004 school
  year to review the recommendations by the other
  strategic planning committees. In addition to
  checking how facilities may be affected by these
  recommendations, the committee reviewed the
  progress on the renovation of facilities that was
  currently underway.

34
Indianola CSD Needs Assessment

• Long-Range Facilities Planning (continued)
• Goals
• Pursue a Vision Iowa grant, coupled with a
  district bond issue, to address the facility
  needs at the Indianola High School. Address the
  issues identified as negatively impacting student
  achievement.
• Address the inequity in state funding for school
  infrastructure. Pursue additional sources of
  infrastructure funding (i.e. Warren County Local
  Option Sales Tax).

35
Indianola CSD Needs Assessment

• Long-Range Facilities Planning (continued)
• Continue ongoing maintenance in all existing
  district facilities. Improve the appearance of
  district grounds.
• Begin initial preparation for the construction of
  an additional educational facility as enrollment
  increases (i.e. land identification and possible
  purchase).

36
Indianola CSD Needs Assessment

• Parent and Community Involvement
• Implement Parent Involvement Compacts
• Emerson Elementary has piloted the Parent
  Compacts with an average rate of over 90
  parental participation.
• Parental Compacts are used with Title I to
  support parental involvement.

37
Indianola CSD Needs Assessment

• Parent and Community Involvement (continued)
• All buildings will work to increase parental
  involvement through
• increased communication using e-mail and
  traditional newsletters
• volunteer groups and
• parent representatives on district SIAC and
  building School Improvement Teams.

38
Indianola CSD Needs Assessment

• Safe Educational Environment
• Implement the concepts of a safe educational
  environment in the district. The following have
  been addressed
• New windows to monitor people entering elementary
  buildings
• additional lighting for parking lot and fire
  safety doors at the high school
• address and eliminate bullying and harassment
  and
• a juvenile court liaison officer.

39
Indianola CSD Needs Assessment
The district will complete the new strategic
planning process for the next five years within
the next two to three months.
40

• Component 1
• How Have Our Students Benefited as a
• Result of School Improvement?

41
Student Benefit as a Result of School Improvement
- Reading

• Progress on the following as reported in the 2004
  Annual Progress Report

Grade 4 Reading Biennium (two-year) Average
42
Reading Grade 4 continued
Gender
Disability
Socio-Economic Status
43
Student Benefit as a Result of School Improvement
- Reading

• Progress on the following as reported in the 2004
  Annual Progress Report

Grade 8 Reading Biennium (two-year) Average
44
Reading Grade 8 continued
Gender
Disability
Socio-Economic Status
45
Student Benefit as a Result of School Improvement
- Reading

• Progress on the following as reported in the 2004
  Annual Progress Report

Grade 11 Reading Biennium (two-year) Average
46
Reading Grade 11 continued
Gender
Disability
Socio-Economic Status
47
Student Benefit as a Result of School Improvement
- Math
Progress on the following as reported in the 2004
Annual Progress Report
Grade 4 Math Biennium (two-year) Average
48
Math Grade 4 continued
Gender
Disability
Socio-Economic Status
49
Student Benefit as a Result of School Improvement
- Math
Progress on the following as reported in the 2004
Annual Progress Report
Grade 8 Math Biennium (two-year) Average
50
Math Grade 8 continued
Gender
Disability
Socio-Economic Status
51
Student Benefit as a Result of School Improvement
- Math
Progress on the following as reported in the 2004
Annual Progress Report
Grade 11 Math Biennium (two-year) Average
52
Math Grade 11 continued
Gender
Disability
Socio-Economic Status
53
Student Benefit as a Result of School Improvement
- Science
Progress on the following as reported in the 2004
Annual Progress Report
Grade 8 Science Biennium (two-year) Average
54
Science Grade 8 continued
Disability
Gender
Socio-Economic Status
55
Student Benefit as a Result of School Improvement
- Science
Progress on the following as reported in the 2004
Annual Progress Report
Grade 11 Science Biennium (two-year) Average
56
Science Grade 11 continued
Gender
Disability
Socio-Economic Status
57
Student Benefit as a Result of School Improvement
Early Intervention

• Kindergarten (DIBELS)
• Measure of Reading Readiness Skills
• (2004 District Data)
• Initial Sound Fluency 53 Established
• 40 Emerging
• 8 Deficit
• Letter Naming Fluency 52 Low Risk
• 28 Some Risk
• 20 At Risk

58
Student Benefit as a Result of School Improvement
Early Intervention

• Kindergarten (DIBELS) (continued)
• Measure of Reading Readiness Skills
• Phonemic Segmentation 92 Established
• 5 Emerging
• 3 Deficit
• Nonsense Word Fluency 67 Low Risk
• 21 Some Risk
• 11 At Risk

59
Student Benefit as a Result of School Improvement
Early Intervention

• First Grade (DIBELS)
• Measure of Reading Readiness Skills
• (2004 District Data)
• Phonemic Segmentation 100 Established
• Nonsense Word Fluency 83 Established
• 16 Emerging
• 1 Deficit
• Oral Reading Fluency 71 Low Risk
• 25 Some Risk
• 3 At Risk

60
Student Benefit as a Result of School Improvement
Early Intervention

• Second Grade (DIBELS)
• Measure of Reading Skills
• (2004 District Data)
• Oral Reading Fluency 69 Low Risk
• 14 Some Risk
• 16 At Risk

61
Student Benefit as a Result of School Improvement
Early Intervention

• Third Grade (DIBELS)
• Measure of Reading Skills
• (2004 District Data)
• Oral Reading Fluency 66 Low Risk
• 23 Some Risk
• 11 At Risk

62
Student Benefit as a Result of School Improvement
Early Intervention

• Gates-MacGinitie Reading Comprehension
• (District Data from Spring 2004)
• First Grade 78 Proficient
• Second Grade 87 Proficient
• 41 or higher percentile ranking

63
Student Benefit as a Result of School Improvement
Culture/Climate
Analysis of Non-Academic Student Data (Data from
the 2002 Iowa Youth Survey Report, Grades 6, 8
and 11)

• Student Safety
• 88 of Indianola students feel safe.
• 86 of AEA students feel safe.
• 82 of students in schools our size feel safe.
• 84 of the students in Iowa feel safe.

64
Student Benefit as a Result of School Improvement
Culture/Climate
Analysis of Non-Academic Student Data (continued)

• Student Respect
• 55 of Indianola students feel students in
• our school treat other students with respect.
• 56 of AEA students feel students in their
• school treat other students with respect.
• 54 of students in schools our size feel
• students in their school treat other students
• with respect.
• 55 of students in Iowa feel students in their
• school treat other students with respect.

65
Progress Toward Other State Indicators
Reported in previous Annual Progress Reports
66
Progress Toward Other State Indicators
Reported in previous Annual Progress Reports
67
Progress Toward Other State Indicators
Reported in previous Annual Progress Reports

Year English Math Reading Science Composite
Indianola 2003-04 23.2 22.6 23.6 23.2 23.3
State 2003-04 22.3 22.7 23.2 22.8 22.9
National 2003-04 21.5 21.7 22.3 21.7 21.9
Indianola 2002-03 22.7 22.6 23.6 22.8 23.1
State 2002-03 22.3 22.6 23.3 22.9 22.9
National 2002-03 21.4 21.6 22.2 21.7 21.8
Indianola 2001-02 21.4 21.5 23.0 22.5 22.3
State 2001-02 22.3 22.7 23.3 22.9 22.9
National 2001-02 21.4 21.6 22.2 21.7 21.8
Indianola 2000-01 21.8 21.4 23.6 22.5 22.5
State 2000-01 22.4 22.6 23.2 23.0 22.9
National 2000-01 21.5 21.7 22.2 21.8 21.9
2000-04 Core ACT Scores by Subject Area
68
Component 2 How is Our Leadership Aligned
with School Improvement?
69
Leadership Aligned with School Improvement

• Efforts of district leadership include
• Involvement of stakeholders in leadership
  (parents, community, staff)
• School Improvement Advisory Council (SIAC)30
  members
• 1 teacher
• 8 administrators
• 13 parents
• 8 community members
• On average, 13 people attend each meeting

70
Leadership Aligned with School Improvement
Process Used to Establish CSIP Long-Term and
Annual Goals

• Analysis of Assessment Data (spring)
• District Cabinet
• District and Building Trajectories Data Results
• Individual Building School Improvement Teams and
  Faculty

71
Leadership Aligned with School Improvement
Process Used to Establish CSIP Long-Term and
Annual Goals (continued)

• Creation of District Goals
• Creation of Building Level Goals and Action Plans
  (fall)
• District Goals Based on State Trajectories

72
Leadership Aligned with School Improvement
Process Used to Establish CSIP Long-Term and
Annual Goals (continued)

• District and Building Information Shared with
  Various Stakeholder Groups
• Indianola School Board
• SIAC
• Parent-Teacher Organizations
• Action Plans and Collection of Assessment Data
  are Implemented

73
Leadership Aligned with School Improvement
The Process Used for Development of Content
Standards/ Benchmarks

• Most content areas had established standards and
  benchmarks prior to 2001.
• Math, reading, writing and social studies now
  have revised content standards and benchmarks.
• Reading and math benchmarks were aligned to state
  tests in 2002-03.
• Work continues in other areas based on curriculum
  cycle and identified needs.

74
Leadership Aligned with School Improvement
How is the District Planning to Meet the
Educational Needs of all Students?

• Increasing use of data to identify students
• who need additional help through ongoing
  assessments.
• Addition of focused summer learning and before/
• after school programs for remediation.
• Addition of advanced classes and acceleration for
  
• students in Grades 6-12.
• Planning of focused reading and math professional
  development across the district.
• Implementing Comprehensive School Reform
• High Schools That Work
• Making Middle Grades Work

75
Component 3 How Are We Implementing Our
Action Plans for School Improvement?
76
Implementation of Action Plans for School
Improvement

• The following areas are being monitored
• Classroom Instruction Based on Standards and
  Benchmarks
• K-2 report cards reflect the benchmarks for those
  grades.
• Teacher observation and evaluation.
• Effectiveness of professional development.

77
Implementation of Action Plans for School
Improvement

• How Are We Monitoring the Instructional
  Strategies Based on Research?
• Reading
• Guided Reading
• Reading Strategies
• Flexible Small Group Instruction
• Standards-Based Instruction
• Cooperative Learning

78
Implementation of Action Plans for School
Improvement

• How Are We Monitoring the Instructional
  Strategies Based on Research? (continued)
• Math
• Problem Solving-Based Math
• Daily Math Starters (conceptual previews K-8)
• Standards-Based Instruction
• Cooperative Learning

79
Implementation of Action Plans for School
Improvement
How Are We Monitoring the Instructional
Strategies Based on Research? (continued)

• Science
• Inquiry-Based Science
• Standards-Based Instruction
• Environment
• Character Counts, K-5
• Guidance Activities, 6-8
• Beginning Advisor-Advisee, 9-12

80
Implementation of Action Plans for School
Improvement

• How Are We Monitoring the Iowa Teaching
  Standards?
• District Planning Committee
• Pilot Evaluation Began in 2002-03
• (all certified staff will be evaluated with new
  instrument in 2005-06)
• Mentor/Induction Program
• Administrative Training Provided by the State

81
Implementation of Action Plans for School
ImprovementCurriculum

• How Are We Monitoring Our Resource Allocation?
• Curriculum Cycle and Budget Allocation

82
Implementation of Action Plans for School
ImprovementCurriculum
83
Implementation of Action Plans for School
ImprovementProfessional Development

• How Are We Monitoring Our Professional
  Development Schedule and Budget Allocation?

84
Implementation of Action Plans for School
ImprovementProfessional Development
85
Implementation of Action Plans for School
ImprovementProfessional Development
86
Implementation of Action Plans for School
ImprovementProfessional Development
87
Implementation of Action Plans for School
ImprovementProfessional Development
88
Implementation of Action Plans for School
ImprovementProfessional Development
89
Implementation of Action Plans for School
ImprovementAssessment

• How Do We Monitor the Assessment Schedule and
  Budget Allocation?

90
Implementation of Action Plans for School
ImprovementReporting

• How Do We Monitor Our Reporting Budget Allocation?

91
Component 4 How Does Our Professional
Development Align with School Improvement?
92
Professional Development Aligned with School
Improvement

• Progress with the following
• Alignment of Professional Development
• Professional development learning aligns with
  district and building goals.
• Professional development needs are also
  identified through the curriculum cycle process.

93
Professional Development Aligned with School
Improvement

• The impact of professional development on
  improved teaching and learning
• See results of assessment data listed before
• The impact of professional development on the
  achievement of the attendance center/school
  districts goals
• See results of assessment data listed before

94
Professional Development Aligned with School
Improvement

• Progress with Mentoring and Induction (in
  accordance with AEA 11)
• Goals
• New and experienced teachers (mentors) will
  successfully implement research-based best
  practices.
• Districts will retain promising teachers new to
  the teaching profession in Iowa.
• The BEST program will promote the personal and
  professional well being of Iowa teachers.
• The BEST program will provide continuous
  professional growth for both mentors and new
  teachers.

95
Component 5 How Do We Evaluate and Report
School Improvement Results?
96
Evaluation and Reporting of School Improvement
Results

• What Assessment Systems Do We Use To Evaluate
  Student Progress?
• Standardized Assessments
• Cognitive Abilities Test (CogAT)
• Dynamic Indicator of Basic Early Literacy Skills
  (DIBELS)
• Gates-MacGinitie Reading Test
• Iowa Collaborative Assessment Modules (ICAM)
• Iowa Tests of Basic Skills (ITBS)
• Iowa Tests of Educational Development (ITED)
• State Collaborative on Assessment and Student
  Standards (SCASS)
• High Schools That Work and Making Middle Grades
  WorkNAEP-Linked Tests Given Biannually

97
Evaluation and Reporting of School Improvement
Results
What Assessment Systems Do We Use to Evaluate
Staff?

• Administrative/Staff study group on teacher
  evaluationworked past two summers.
• Working with the Personnel Evaluation Standards
  to develop the process.
• Created pilot instrument for non-beginning
  teachers based on state standards which
  contribute to school improvement.

98
Evaluation and Reporting of School Improvement
Results
What Assessment Systems Do We Use to Evaluate
Staff? (continued)

• Administrative Training
• DDL
• Teacher Evaluation
• Administration and Teacher Study Groupworking
  together next summer to review current pilot and
  develop intensive assistance plan.

99
Evaluation and Reporting of School Improvement
Results

• What Strategies Do We Use To Evaluate Programs?
• Identify programs that contribute to progress
  with CSIP goals
• Identify additional program goals
• Identify variables which affect performance
• Identify indicators by which program
  effectiveness will be judged relative to
  performance
• Develop procedures for collecting information
  about performance
• Collect performance data
• Compare information regarding performance with
  expected CSIP/program goals
• Communicate results to appropriate audiences

100
Evaluation and Reporting of School Improvement
Results
How Are We Reporting and Distributing the Annual
Progress Report (APR)?

• APR data to
• Staff
• Board
• SIAC
• APR posted on the district website and
  distributed in district buildings

101
Evaluation and Reporting of School Improvement
Results
How Are We Reporting and Distributing the Annual
Progress Report (APR)? (continued)

• APR data sent to every household in the district
  and families of students enrolled but who live
  outside the district through the District Report
  Card, and
• Messenger sent to every household in the district
  and families of students enrolled but who live
  outside the district

102
Evaluation and Reporting of School Improvement
Results

• How Do We Annually Monitor and Adjust Our Action
  Plans?
• District Cabinet
• Administrative Team
• Building Site Improvement Teams

103

Indianola Community School District

• Thanks for your participation in our Department
  of Education Site Visit process!