Solon Annual Progress Report (APR) by veb95503

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									      Solon Annual Progress Report (APR)
                              Minimum Requirements
                                     Due Date: September 15
                                     Status, Public

INTRODUCTION AND REQUIREMENTS
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         Certification                                   District Certified
Certification Buttons Appear on                         State Not Certified
        this Status Form                               APR Not Completed
       GO TO Contact
                                                             Completed

State Student Achievement
           Data
                                     View summary of data from other input sources.

   NCLB Federal Student
    Achievement Data
                                     View summary of data from other input sources.

GO TO Ch.12 Improvement
       Goals Reading                                         Completed

GO TO Ch.12 Improvement
     Goals Mathematics                                       Completed

GO TO Ch.12 Improvement
        Goals Science                                        Completed

    Ch.12 Alternative
      Assessment -                      STATE ROLE MESSAGE ONLY -- THESE
Reading, Mathematics, and               FORMS NOT REQUIRED FOR PUBLICS
         Science

   GO TO Ch.12 Multiple
        Assessments                                          Completed


     GO TO Ch.12 Post-                                       Completed
       Secondary Data                              STATE ROLE MESSAGE ONLY:
                                      This form completed only by Publics or Non-Publics with a high
                                                                 school.

     GO TO Ch.12 Post-                        For Display Only -- Data Available
        Secondary Dropout Data                           STATE ROLE MESSAGE ONLY:
                                           Dropout data are collected on this form for Non-Public and is
                                         display only for Public (data are from BEDS records). This form
                                         is available to Publics and Non-Publics with any or all grades 7
                                                                    through 12.

                Other Data
                                        View summary of data from other input sources.

         GO TO Additional State                                   Completed
              Requirements                STATE ROLE MESSAGE ONLY: Early Intervention data are
                                                  collected on this form for Public only.


        GO TO Athletic Eligibility                                Completed
                                         STATE ROLE MESSAGE ONLY: This form completed only by
                                                      Publics with a high school.

           GO TO Assurances
                                                                  Completed

      NCLB Improvement Actions
         for SINA Buildings
                                        No SINA identified buildings for this district.




District's APR Contacts
* Required Fields
        Authorized Solon Comm School District
           Agency 301 S Iowa Street
                   Solon, Iowa 52333
                   AEA: AEA 10 Grant Wood (district filed under aea code 10)
                   School Improvement Consultant: Debbie.Boring@iowa.gov , 515-281-
                   3198
  PRIMARY APR                  Name:* Ross Abels
      CONTACT
                                 Title:* Director of Instruction
    Name, Title,
Communications             Telephone:* 319 - 624 - 3401 Extension: 1352
                                 FAX:* 319 - 624 - 2518
                                        Click, below, to email contact:
                               Email:* rabels@solon.k12.ia.us

ADMINISTRATOR                  Name: Brad Manard
    Name, Title,
                                 Title: Superintendent
Communications
    This information is    Telephone: 319 - 624 - 3401 Extension:
 from the last available
                  BEDS           FAX: 319 - 624 - 2518
                                       Click, below, to email administrator:
                               Email: bmanard@solon.k12.ia.us




                    Chapter 12 Improvement Goals Reading                            Select Form



                           Chapter 12 Improvement Goals Reading
281--IAC 12.8(3)(b)
PUBLIC
The board, with input from its School Improvement Advisory Committee (SIAC), shall adopt
annual improvement goals based on data from at least one districtwide assessment. The
goals shall describe desired annual increase in the curriculum areas of, but not limited to,
mathematics, reading, and science achievement for all students, for particular subgroups of
students, or both. Annual improvement goals may be set for the early intervention programs
as described in subrule 12.5(18), other state indicators, locally determined indicators, locally
established student learning goals, other curriculum areas, future student employability, or
factors influencing student achievement.

       Annual improvement goals must be measurable.

       Annual improvement goals must address improvement of student learning, not
     maintaining of current levels of achievement.


Long-Range Goal 1 (Reading): All students will demonstrate proficiency in reading
 Goals from comprehension on technically adequate assessment instruments.
       CSIP:
   281--IAC
12.8(3)(b)(3)

2005-2006 Increase the percentage of students performing at the Proficient or Advanced
    Current     levels as indicated by results on the Reading Comprehension subtest of the
School Year     Iowa Test of Basic Skills on either the National or Iowa Percentile for
     Annual     students in grade 4.
      Goals:    Increase the percentage of students performing at the Proficient or Advanced
   281--IAC     levels as indicated by results on the Reading Comprehension subtest of the
12.8(3)(b)(4)   Iowa Test of Basic Skills on either the National or Iowa Percentile for
                students in grade 8.
                Increase the percentage of students performing at the Proficient or Advanced
                levels as indicated by results on the Reading Comprehension subtest of the
                Iowa Test of Educational Development on either the National or Iowa
                Percentile for students in grade 11.
      Were the
       Annual YES
    Goals Met?
 Supporting     2004-2005 Achievement Data [Percent of SCSD students scores within each
      Data to   proficiency range]
demonstrate     Grade 4 ITBS: Reading Comprehension — [NPR 57.5% Proficient]
     that the   Grade 8 ITBS: Reading Comprehension — [NPR 19.5% Advanced]
 district has   Grade 11 ITED: Reading Comprehension — [NPR 54.4% Proficient: IPR
  or has not    35.3% Proficient]
met its goal:
                2005-2006 Achievement Data [Reading]
                Grade 4 ITBS: Reading Comprehension — [NPR 63.8% Proficient]
                Grade 8 ITBS: Reading Comprehension — [NPR 20.9% Advanced]
                Grade 11 ITED: Reading Comprehension — [NPR 64.2% Proficient: IPR
                71.6% Proficient]

                Proficient: 41st-90th Percentile
                Advanced: 91st-99th Percentile
        If the (Not Required)
 District Did
Not Meet its
        Goal
    281--IAC
12.8(3)(b)(4)

 The plan to
 meet future
       goals
includes the
  following:

2006-2007 Increase the percentage of students performing at the Proficient or Advanced
Next School     levels as indicated by results on the Reading Comprehension subtest of the
Year Annual     Iowa Test of Basic Skills on either the National or Iowa Percentile for
      Goals:    students in grade 4.
   281--IAC     Increase the percentage of students performing at the Proficient or Advanced
12.8(3)(b)(4)   levels as indicated by results on the Reading Comprehension subtest of the
                Iowa Test of Basic Skills on either the National or Iowa Percentile for
                students in grade 8.
                Increase the percentage of students performing at the Proficient or Advanced
                levels as indicated by results on the Reading Comprehension subtest of the
                Iowa Test of Educational Development on either the National or Iowa
                Percentile for students in grade 11.




                 Chapter 12 Improvement Goals Math                    Select Form



                        Chapter 12 Improvement Goals Math
281--IAC 12.8(3)(b)
PUBLIC
The board, with input from its School Improvement Advisory Committee (SIAC), shall adopt
annual improvement goals based on data from at least one districtwide assessment. The
goals shall describe desired annual increase in the curriculum areas of, but not limited to,
mathematics, reading, and science achievement for all students, for particular subgroups of
students, or both. Annual improvement goals may be set for the early intervention programs
as described in subrule 12.5(18), other state indicators, locally determined indicators, locally
established student learning goals, other curriculum areas, future student employability, or
factors influencing student achievement.

       Annual improvement goals must be measurable.

      Annual improvement goals must address improvement of student learning, not
    maintaining of current levels of achievement.


Long-Range Goal 2 (Math): All students will demonstrate proficiency in problem solving
 Goals from and number sense as measured on assessment instruments of technical
       CSIP: adequacy.
   281--IAC
12.8(3)(b)(3)
2005-2006 Increase the percentage of students performing at the Proficient or Advanced
    Current     levels as indicated by results on the Math Problems and Data Interpretation
School Year     subtest of the Iowa Test of Basic Skills on either the National or Iowa
     Annual     Percentile for students in grade 4.
      Goals:    Increase the percentage of students performing at the Proficient or Advanced
   281--IAC     levels as indicated by results on the Math Problems and Data Interpretation
12.8(3)(b)(4)   subtest of the Iowa Test of Basic Skills on either the National or Iowa
                Percentile for students in grade 8.
                Increase the percentage of students performing at the Proficient or Advanced
                levels as indicated by results on the Concepts and Problem Solving subtest
                of the Iowa Test of Educational Development on either the National or Iowa
                Percentile for students in grade 11.
   Were the
    Annual YES
 Goals Met?
 Supporting     2004-2005 Achievement Data [Percent of SCSD students scores within each
      Data to   proficiency range]
demonstrate     Grade 4 ITBS: Math Problems and Data Interpretation — [NPR 52.9%
     that the   Proficient]
 district has   Grade 8 ITBS: Math Problems and Data Interpretation — [NPR 50.5%
  or has not    Proficient/7.4% Advanced: IPR 50.5% Proficient/7.4% Advanced]
met its goal:   Grade 11 ITED: Concepts and Problem Solving — [NPR 57.4%
                Proficient/20.6% Advanced: IPR 50.0% Proficient]

                2005-2006 Achievement Data [Reading]
                Grade 4 ITBS: Math Problems and Data Interpretation — [NPR 58.6%
                Proficient]
                Grade 8 ITBS: Math Problems and Data Interpretation — [NPR 62.6%
                Proficient/16.5% Advanced: IPR 53.8% Proficient/7.7% Advanced]
                Grade 11 ITED: Concepts and Problem Solving — [NPR 67.4%
                Proficient/21.1% Advanced: IPR 68.4% Proficient]

                Proficient: 41st-90th Percentile
                Advanced: 91st-99th Percentile
        If the (Not Required)
 District Did
Not Meet its
         Goal
    281--IAC
12.8(3)(b)(4)

 The plan to
 meet future
       goals
includes the
  following:

2006-2007 Increase the percentage of students performing at the Proficient or Advanced
Next School     levels as indicated by results on the Math Problems and Data Interpretation
Year Annual     subtest of the Iowa Test of Basic Skills on either the National or Iowa
      Goals:    Percentile for students in grade 4.
   281--IAC     Increase the percentage of students performing at the Proficient or Advanced
12.8(3)(b)(4)   levels as indicated by results on the Math Problems and Data Interpretation
                subtest of the Iowa Test of Basic Skills on either the National or Iowa
                Percentile for students in grade 8.
                Increase the percentage of students performing at the Proficient or Advanced
                levels as indicated by results on the Concepts and Problem Solving subtest
                of the Iowa Test of Educational Development on either the National or Iowa
                Percentile for students in grade 11.




                 Chapter 12 Improvement Goals Science                 Select Form



                     Chapter 12 Improvement Goals Science
281--IAC 12.8(3)(b)
PUBLIC
The board, with input from its School Improvement Advisory Committee (SIAC), shall adopt
annual improvement goals based on data from at least one districtwide assessment. The
goals shall describe desired annual increase in the curriculum areas of, but not limited to,
mathematics, reading, and science achievement for all students, for particular subgroups of
students, or both. Annual improvement goals may be set for the early intervention programs
as described in subrule 12.5(18), other state indicators, locally determined indicators, locally
established student learning goals, other curriculum areas, future student employability, or
factors influencing student achievement.

       Annual improvement goals must be measurable.

      Annual improvement goals must address improvement of student learning, not
    maintaining of current levels of achievement.
STATE ROLE MESSAGE: Grades-served data are provided from the BEDS Address
Table, which has only current year information. State can override grade selections,
using the data entry screen, in case district is late in completing this form.
                       SCIENCE ONLY: At this time, whole grade sharing districts that do
    Grade 8 is         not serve students in grade 8 or grade 11 (or both) because they
served.                send these students to another district are not required to have
    Grade 11 is        science goals or report science goal progress for the grade level or
served.                levels served by another district. The rest of this form IS
                       required, and will appear below, if EITHER GRADE 8 AND/OR
    Neither Grade 8 GRADE 11 IS SERVED. See selection at left for latest status
or Grade 11 is served. according to IDoE data.

Long-Range All students will demonstrate proficiency in science reasoning and
 Goals from understanding as measured on assessment instruments of technical
       CSIP: adequacy.
   281--IAC
12.8(3)(b)(3)

2005-2006 Increase the percentage of students performing at the Proficient or Advanced
    Current     levels as indicated by results on the Science subtest of the Iowa Test of
School Year     Basic Skills on either the National or Iowa Percentile for students in grade 4.
    Annual      Increase the percentage of students performing at the Proficient or Advanced
     Goals:     levels as indicated by results on the Science subtest of the Iowa Test of
   281--IAC     Basic Skills on either the National or Iowa Percentile for students in grade 8.
12.8(3)(b)(4) Increase the percentage of students performing at the Proficient or Advanced
              levels as indicated by results on the Science subtest of the Iowa Test of
              Educational Development on either the National or Iowa Percentile for
              students in grade 11.
      Were the
       Annual YES
    Goals Met?
 Supporting     2004-2005 Achievement Data [Percent of SCSD students scores within each
      Data to   proficiency range]
demonstrate     Grade 8 ITBS: Science — [IPR 50.53% Proficient]
     that the   Grade 11 ITED: Science — [NPR 66.2% Proficient: IPR 52.9% Proficient]
 district has
  or has not    2005-2006 Achievement Data
met its goal:   Grade 8 ITBS: Science — [IPR 50.55% Proficient]
                Grade 11 ITED: Science — [NPR 67.4% Proficient: IPR 68.4% Proficient]

                Proficient: 41st-90th Percentile
                Advanced: 91st-99th Percentile
        If the (Not Required)
 District Did
Not Meet its
         Goal
    281--IAC
12.8(3)(b)(4)

 The plan to
 meet future
       goals
includes the
  following:

2006-2007 Increase the percentage of students performing at the Proficient or Advanced
Next School     levels as indicated by results on the Science subtest of the Iowa Test of
Year Annual     Basic Skills on either the National or Iowa Percentile for students in grade 4.
      Goals:    Increase the percentage of students performing at the Proficient or Advanced
   281--IAC     levels as indicated by results on the Science subtest of the Iowa Test of
12.8(3)(b)(4)   Basic Skills on either the National or Iowa Percentile for students in grade 8.
                Increase the percentage of students performing at the Proficient or Advanced
                levels as indicated by results on the Science subtest of the Iowa Test of
                Educational Development on either the National or Iowa Percentile for
                students in grade 11.



                Chapter 12 Multiple Assessments                      Select Form



                         Chapter 12 Multiple Assessments
Assessment Selections 281--IAC 12.8(3)(b)(5)
PUBLIC

       All districts must report reading and mathematics multiple assessment data, the
      multiple assessment must include one reading assessment at any grade level and one
      math assessment at any grade level served by a district.

          Districts are only required to report science multiple assessment data if they serve
      students in grades 8 and/or 11. The assessment can be at any grade level served by the
      district.

          Whole grade sharing districts only report data within grade levels served by the
      district.


    List of All Available Assessments

Reading
         Assessment Used: DRA - Developmental Reading Assessment (92)
     Other Assessment:
Name/description/comment
          about the other (No Other Assessment Data)
    assessment, or N/A if
     whole grade sharing.
      Explanation -- How did The Developmental Reading Assessment™ (DRA) is designed
     the students do on this to assess and document the development of a student as a
                       test? reader over time within kindergarten through sixth grade
                             literature-rich instructional programs. The results below
                             indicate the percentage of solon Community School District
                             students proficient by group and subgroup [gender; IEP/Non-
                             IEP as appropriate] in kindergarten through grade 6 on the
                             spring 2006 administration of the DRA.
                             Kindergarten [N=88]: 97.7%
                             Female [N=47]: 97.9%
                             Male [N=41]: 97.6%

                               Grade 1 [N=76]: 68.4%
                               Female [N=43]: 69.8%
                               Male [N=33]: 66.7%

                               Grade 2 [N=101]: 91.1%
                               Female [N=49]: 100.0%
                               Male [N=52]: 82.7%

                               Grade 3 [N=68]: 91.2%
                               Female [N=36]: 94.4%
                               Male [N=32]: 87.5%

                               Grade 4 [N=119]: 67.2%
                               Female [N=51]: 80.4%
                               Male [N=68]: 57.4%
                               IEP [N=11]: 0.0%
                               Non-IEP [N=108]: 67.2%

                               Grade 5 [N=92]: 85.9%
                               Female [N=50]: 80.0%
                               Male [N=42]: 85.7%
                           Grade 6 [N=63]: 95.2%
                           Female [N=35]: 97.1%
                           Male [N=28]: 92.9%

Math
       Assessment Used: Locally Developed Assess (195)
     Other Assessment:
Name/description/comment
          about the other (No Other Assessment Data)
    assessment, or N/A if
     whole grade sharing.
   Explanation -- How did A locally developed, age-appropriate, content specific
  the students do on this performance tasks was administered to assess problem-
                    test? solving and communication components of the math
                          curriculum. These assessments were administered to students
                          in grades 4, 7 and 10. The 2005-2006 results below indicate
                          the percentage of students proficient by group and subgroup
                          [gender; IEP/Non-IEP as appropriate], are representative of
                          student classroom learning and are used as one component of
                          determining the effectiveness of and in planning improvements
                          to the math curriculum. These results will be/have been shared
                          with grade level teachers and the district math curriculum
                          team.
                          Problem-solving
                          Grade 4 [N=119]: 91.5%
                          Female [N=51]: 90.6%
                          Male [N=68]: 92.3%
                          IEP [N=11]: 4.0%
                          Non-IEP [N=108]: 86.0%

                           Grade 7 [N=89]: 74.7%
                           Female [N=42]: 65.2%
                           Male [N=56]: 85.4%

                           Grade 10 [N=85]: 77.6%
                           Female [N=42]: 78.6%
                           Male [N=43]: 76.7%

                           Communication
                           Grade 4 [N=119]: 94.4%
                           Female [N=51]: 93.8%
                           Male [N=68]: 94.9%
                           IEP [N=11]: 4.0%
                           Non-IEP [N=108]: 91.4%

                           Grade 7 [N=89]: 74.0%
                           Female [N=42]: 70.7%
                           Male [N=56]: 58.3%

                           Grade 10 [N=85]: 87.1%
                           Female [N=42]: 95.3%
                           Male [N=43]: 79.1%
Science
       Assessment Used: Locally Developed Assess (195)
     Other Assessment:
Name/description/comment
          about the other (No Other Assessment Data)
    assessment, or N/A if
     whole grade sharing.
   Explanation -- How did A locally developed science performance assessments
  the students do on this focused on scientific inquiry coupled with grade-specific
                    test? content appropriate for the context of classroom learning was
                          administered to students in grades 7 and 10. The2005-2006
                          results provided below will be/have been shared with grade
                          level teachers and the district science curriculum team.
                          Inquiry
                          Grade 7 [N=89]: 74.0%
                          Female [N=42]: 70.7%
                          Male [N=56]: 58.3%

                            Grade 10 [N=85]: 87.1%
                            Female [N=42]: 95.3%
                            Male [N=43]: 79.1%

                            Content
                            Grade 7 [N=89]: 74.0%
                            Female [N=42]: 70.7%
                            Male [N=56]: 58.3%

                            Grade 10 [N=85]: 87.1%
                            Female [N=42]: 95.3%
                            Male [N=43]: 79.1%




                          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 The indicator of probable post-secondary success used by the district is
     used and cut performance on the American College Testing Program ACT
           score: assessment. The ACT consists of curriculum-based tests of educational
                  development in English, mathematics, reading and science designed to
                  measure the skills needed for success in the first year of college
                  coursework. A cut score of 20 is used as an inidcator of probable post-
                  secondary success.
 This measure is     76   Total number of students achieving a score or status
    the measure     on a measure indicating probable post-secondary success.
      used by the      If the measure used is the ACT, the cut score for probable post-
       majority of     secondary success is 20.
   students in the     (Number of students who took the ACT test with probable post-
   school, school      secondary success: 76. Iowa Testing information from Project EASIER
        district, or   BEDS table.)
       attendance
  center who plan       93    Total number of students who took the test.
 to attend a post-     (Number of students who took the ACT test: 93. Iowa Testing
        secondary      information from Project EASIER BEDS table.)
       institution.
                        81.7204301%        Total percentage of students achieving a
 If available, ACT
       data will be
                    score or status on a measure indicating probable post-
     automatically secondary success.
 provided. These The percentage is the number of students who took the ACT and
data are from the scored 20 or higher, divided by the number of students who took the
     last available ACT.
  Spring B.E.D.S.


Post-Secondary Education/Training Intentions 281--IAC 12.8(3)(a)(5)
  All high school 59      Total number of seniors who intend to pursue post-
     seniors who secondary education/training.
intend to pursue
                   (Number of seniors who declared post-secondary education intentions:
 post-secondary
                   59. Data from Project EASIER BEDS table.)
     education or
         training.
                        64    Total number of seniors.
          PUBLIC (Number of seniors: 64. Data from Project EASIER BEDS table.)
  These data are
    from the last 92.1875%      Total percentage of seniors intending to
 available Spring pursue post-secondary education/training.
         B.E.D.S. 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 53       Total number of high school graduates who
   graduates who completed a core program.
completed a core
  program which
     includes four 64      Total number of high school graduates.
          years of
English/language 82.8125%          Total percentage of high school graduates
 arts and three or
                   who completed a core program.
 more years each
                   Percent arrived at by dividing the number of graduates who completed
 of mathematics,
                   a core program by the total number of graduates.
      science, and
   social studies.




                 Chapter 12 Post-Secondary Dropout Data            Select Form
                      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).

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      3     Total number of All Dropouts, grades 7-12.
   2004-2005
                  510     Total number of All Students, grades 7-12.

                  0.588%       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        2     Total number of Female Dropouts, grades 7-12.
  2004-2005
                  250     Total number of Female Students, grades 7-12.

                  0.8%       Total percentage of Female Dropouts, grades 7-12.
                Percent arrived at by dividing the number of Dropouts by the total number of
                Students.
       Male      1     Total number of Male Dropouts, grades 7-12.
  2004-2005
                 260     Total number of Male Students, grades 7-12.

                 0.385%      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     3   Total number of White (not of Hispanic origin) Dropouts,
 of Hispanic    grades 7-12.
      origin)
  2004-2005
                 504   Total number of White (not of Hispanic origin) Students,
                grades 7-12.

                 0.595%   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    0   Total number of Black (not of Hispanic origin) Dropouts,
    Hispanic    grades 7-12.
      origin)
   2004-2005
                 2   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      0     Total number of Hispanic Dropouts, grades 7-12.
  2004-2005
                 2     Total number of Hispanic Students, grades 7-12.

                 0%     Total percentage of Hispanic Dropouts, grades 7-12.
                Percent arrived at by dividing the number of Dropouts by the total number of
                Students.
  American       0  Total number of American Indian or Alaskan Native
   Indian or    Dropouts, grades 7-12.
    Alaskan
      Native
  2004-2005      0   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        0     Total number of Asian or Pacific Islander Dropouts, grades
       Pacific    7-12.
     Islander
   2004-2005
                    2     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        0     Total number of Disabled/IEP Dropouts, grades 7-12.
   2004-2005
                    51     Total number of Disabled/IEP Students, grades 7-12.

                    0%      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                       Select Form



                               Additional State Requirements
Other Locally Determined Indicators 281--IAC 12.8(3)
  These are      Technology
 additional      The Solon Community School District has a comprehensive approach to
 indicators      supporting technology use by students. Each student will integrate technology
that impact      within each curricular area to develop technology proficiency in personal
     student     productivity, problem solving, decision-making, and lifelong learning within a
learning as      nurturing and intellectually challenging environment.
determined       2005-2006 Baseline data
       by the    1. Productivity and Creativity: Students will use technology to process data,
         local   report results, represent learning, and produce other creative works.
  school or      Grade 8 [N=94]: 61.7%
      school     Female [N=46]: 60.8%
     district.   Male [N=48]: 62.5%
   N/A does
           not   2. Communication and Research: Students will use technology to locate,
     apply—      evaluate, and collect information, collaborate with peers, experts, and other
        every    audiences, and add to the worldwide knowledge base.
      school     Grade 8 [N=94]: 13.8%
      district   Female [N=46]: 10.9%
        must     Male [N=48]: 16.7%
    report at
   least one     3. Social and Ethical Issues: Students will understand the ethical and social
 additional      issues related to technology and practice the responsible use of technology.
      locally    Grade 8 [N=94]: 0.0%
determined       Female [N=46]: 0.0%
  indicator. Male [N=48]: 0.0%

                4. Operations and Concepts
                Students will demonstrate a sound understanding of the nature and operation
                of technology.
                Grade 8 [N=94]: 69.1%
                Female [N=46]: 73.9%
                Male [N=48]: 64.6%

                Safe and Drug Free Schools and Communities
                The Safe and Drug Free Schools and Communities supported efforts are
                focused upon programs and activities designed to reduce elevated risk
                behaviors, especially substance use/abuse and violence. During the 2005-
                2006 school year, the district participated in and administered the Iowa Youth
                Survey to students in grades 6, 8, and 11 as one component of a needs
                assessment for activities of Safe and Drug Free Schools and Communities.
                The district continues the analysis and use of Iowa Youth Survey data.

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      YES
       Early
Intervention
   funding?
  All school    The Solon Community School District has developed a plan to lower class
    districts   size in accordance with the federal and state class size reduction goals,
   receiving    especially in the core academic areas. The Solon Community School District
        Early   has combined the goals of the federal class size reduction program and the
Intervention    Iowa Early Intervention Program to enhance programs to support student
 block grant    learning.
 funds shall    Goal: Improve student performance in reading and mathematics as
       report   demonstrated on district-wide performance assessments.
   progress
   with their   The Developmental Reading Assessment™ (DRA) is designed to assess and
        early   document the development of a student as a reader over time within
intervention    kindergarten through sixth grade literature-rich instructional programs. The
       goals.   results below indicate the percentage of solon Community School District
                students proficient by group and subgroup [gender; IEP/Non-IEP as
                appropriate] in kindergarten through grade 6 on the spring 2006
                administration of the DRA.
                Kindergarten [N=88]: 97.7%
                Female [N=47]: 97.9%
                Male [N=41]: 97.6%

                Grade 1 [N=76]: 68.4%
                Female [N=43]: 69.8%
                Male [N=33]: 66.7%
                 Grade 2 [N=101]: 91.1%
                 Female [N=49]: 100.0%
                 Male [N=52]: 82.7%

                 Grade 3 [N=68]: 91.2%
                 Female [N=36]: 94.4%
                 Male [N=32]: 87.5%

                 A locally developed, age-appropriate, content specific performance tasks was
                 administered to assess problem-solving and communication components of
                 the math curriculum. These assessments were administered to students in
                 grades 4, 7 and 10. The 2005-2006 results below indicate the percentage of
                 students proficient by group and subgroup [gender; IEP/Non-IEP as
                 appropriate], are representative of student classroom learning and are used
                 as one component of determining the effectiveness of and in planning
                 improvements to the math curriculum. These results will be/have been shared
                 with grade level teachers and the district math curriculum team.
                 Problem-solving
                 Grade 4 [N=119]: 91.5%
                 Female [N=51]: 90.6%
                 Male [N=68]: 92.3%

                 IEP [N=11]: 4.0%
                 Non-IEP [N=108]: 86.0%



                  Athletic Eligibility                              Select Form



     Athletic Eligibility Report for the Iowa State Board of Education
Assistance for Student Athletes
  Check any
       of the          Classroom teacher interventions
   following
                       Coach interventions
 assistance
mechanisms             Study hall/study table
   that your
      district         Tutors
provides for
     student           Parent involvement
  athletes in
                       Classroom interventions
grades 9-12.
                       Problem solving team

                       Before/after school help

                       Counseling services

                       At-risk program

                       Progress reports

Other
    Describe      Student athletes must adhere to the district Good Conduct policy. Student
   any other      grades are reviewed every eleven days to determine eligibility and
     student      interventions are implemented for students ineligible or at-risk of ineligibility.
      athletic    Students absent form school are prohibited from practicing or playing on the
   eligibility    day of absence. Students must submit a physical form with physician's
standards or      signature.
  assistance
mechanisms
     for your
       school
      district.




                  NCLB Improvement Actions for SINA Buildings            Select Form



 This district (Solon Comm School District) is not currently required to
                complete this form for any of its buildings.


                  Assurances                                             Select Form



                                           Assurances
Assurances -- Public ONLY
    The district has adopted the three achievement levels used by the Iowa Testing
YES Programs, and the alternate achievement standards for the Iowa Alternate
    Assessment.
      The district has provided individual student achievement reports and grade level
YES
      performance descriptors from the Iowa Tests to parents.
      The district has incorporated Core Content Reading Standards and Benchmarks
YES
      corresponding to the Iowa Tests into their standards sets.
      The district has incorporated Core Content Math Standards and Benchmarks
YES
      corresponding to the Iowa Tests into their standards sets.
      The district has incorporated Core Content Science Standards and Benchmarks
YES
      corresponding to the Iowa Tests into their standards sets.
Assurances -- Public and Non-Public
    All information required for this APR has been or will be reported to the local
    community. Here is the date(s) the required content was or will be reported to the
YES
    community:
    8/15/2006

								
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