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CHESTER J. CULVER, GOVERNOR DEPARTMENT OF EDUCATION
PATTY JUDGE, LT. GOVERNOR JUDY A. JEFFREY, DIRECTOR
April 20, 2010
Superintendent Dana Kunze
Griswold Community School District
20 Madison
Griswold, IA 51535
Dear Superintendent Kunze:
Attached is the report of findings for the Comprehensive School Improvement Site Visit
at Griswold Community School District on February 23-25, 2010. The report is based
upon interviews conducted with district administrators, teachers, and support staff,
parents, students, community partners, advisory committee members, and board
members, as well as a review of documents.
The site visit was designed to assess progress with the Comprehensive School
Improvement Plan (CSIP), provide a general assessment of educational practices within
the district, make recommendations for improvement, and determine compliance with
accreditation standards and federal program requirements (as applicable).
Based on the findings from a comprehensive site visit, including a desk audit, on-site
document review, and interviews, the Griswold Community School District maintains
State of Iowa accreditation upon resolution of non-compliance issues described in the
Chapter 12 Non-compliance Matrix and the Outside of Chapter 12 Non-compliance
Matrix included in the comprehensive site visit report. The district must complete
corrective actions according to the timeline noted. DE follow-up will be conducted to
verify resolution of all noted non-compliance issues.
The report reflects consensus of the following team members:
Department of Education Representatives:
Barbara Byrd, School improvement Consultant
Marian McQuaid Special Education Cadre
Colleen Hunt Bureau Chief, Community Colleges
Dianne Moore Early Childhood Consultant
Area Education Agency Representatives:
Cindy Unger Loess Hills AEA Math Consultant
Kim Wise Loess Hills AEA Science Consultant
Local Education Agency Representatives:
Brett Gibbs Superintendent, Audubon CSD
JoAnne Morenz Principal and Curriculum Director, Villisca CSD
Grimes State Office Building - 400 E 14th St - Des Moines IA 50319-0146
PHONE (515) 281-5294 FAX (515) 242-5988
www.iowa.gov/educate
Helping Communities Meet the Learning Needs of All Their Children and Adults
Other Representatives:
Josh Rasmussen Iowa State University Practicum, Student, Atlantic CSD
teacher
Alicia Beckendorf Practicum Student
It is our hope this report will provide guidance to enhance student achievement in the
district and support continuing conversations among staff and community members
about the local education system, how and what students are learning, and how more
students can learn at higher levels.
As part of the district continuous improvement process, the district must review its
current CSIP and provide revisions as needed. Revisions should be based on district
needs assessments (including the attached report), student achievement data,
stakeholder input, and established priorities. Recertification of the CSIP must be
completed by September 15th, 2010. Directions for revision and submission of the CSIP
can be found at: https://www.edinfo.state.ia.us/securelogin.asp.
Feedback based on the district’s visit experience to inform the DE’s efforts to
continuously improve the site visit process would be appreciated. A short online survey
has been developed at the following site:
https://www.surveymonkey.com/s.aspx?sm=DzavrdTJ9dG_2f_2fh3sB0Mb0g_3d_3d.
It will take approximately ten minutes to complete. Responses are confidential and
shared only in aggregate form with members of the DE School Improvement Team.
The visiting team again extends its gratitude to you and the Griswold staff and patrons in
preparing for and showing courtesy during the visit. Thank you for your time and
cooperation.
Sincerely,
School Improvement Consultant
Bureau of Accreditation and Improvement Services
Iowa Department of Education
Del Hoover, Deputy Administrator
Bureau of Accreditation and Improvement Services
Iowa Department of Education
cc: Site Visit Team Members
School Board President
Iowa Department of Education Official File
AEA Office
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Comprehensive Site Visit
Iowa Department of Education
Griswold Community School District
Team Findings
February 23-25, 2010
Iowa Department of Education
Grimes State Office Building
400 E. 14th St
Des Moines, Iowa 50319-0146
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Vision, Mission, and Goals
In an improving district/school, the vision, mission, and goals are clearly communicated
in the school and community. Stakeholders understand and share a commitment to the
district/school expectations, goals, priorities, assessment procedures, and accountability.
The vision guides allocations of time and resources. Evidence includes, but is not
limited to, the following:
Clearly articulated mission is established collaboratively with stakeholder groups
representing the diversity of the community.
Vision, mission, and goals are communicated throughout the system and community.
The vision and mission of the district/school guide teaching and learning.
Every five years, the comprehensive needs assessment process, with input from
stakeholders, is used to review and revise the beliefs, mission, and/or vision; major
educational needs; and student learning goals.
Academic and academic-related data are analyzed and used to determine prioritized
goals.
Goals guide assessment of student achievement, district/school effectiveness, and
the allocation of time and resources.
The vision, mission, and goals support values of respecting and valuing diversity.
Noted Strengths:
1. Griswold Community School District (CSD) has a clearly articulated vision and
mission to guide educational practices. These guiding statements were created
several years ago and are regularly reviewed for continued relevance. These
statements reflect the valued partnerships between the school and families. Multiple
interview groups referenced the TOPSS acronym (Transferable life skills,
Opportunities, Progressiveness, Sense of Community, Success for all) and provided
examples on how the mission guides decisions made on a daily basis. District long
range goals emphasize the importance of preparing all K-12 students for success
beyond high school.
2. In order to better serve all children residing within district boundaries, Griswold
recently hired a Home School Coordinator. This position supports efforts of home
schooling families and appears to have strengthened a partnership with the home
school community, including increasing educational resources for home schooled
students.
Recommendations for Improvement:
3. Interviewees indicated data review and analysis is an important part of decisions
made in the district. It was unclear to the visiting team if there was a consistent
protocol for student achievement data analysis or instructional actions taken as a
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result of these data reviews. The district is encouraged to continue to use
Assessment Solutions as they identify key questions such as the following to ask
each time data analysis is undertaken:
What do we want the students to know and do?
Do these data tell us if students are meeting these expectations?
What actions will we take as a result of this data analysis?
What are the implications for instruction in our classrooms?
4. The district might consider creating an electronic survey to use for needs
assessment. This tool could be sent to board and SIAC members, parents, faculty
and staff, students, and other local stakeholders and would inform strategic planning
efforts as the CSIP is rewritten after the visit. It might also be made available on the
district website. The intent of this survey could be to gather input as the district
prepares to review and update the Comprehensive School Improvement Plan after
the site visit. Patrons who do not have internet access could request paper copies to
complete in order to have input on this survey.
5. As the vision, mission, and goals of the district are reviewed and possibly revised,
the district is encouraged to include them in all handbooks, on the website, and to
post them in prominent places throughout the district. This will keep them visible to
students, staff, and visitors as a concrete reminder.
Leadership
In an improving district/school, leaders communicate a shared sense of purpose and
understanding of the district/school’s values. Leaders have a visible presence, provide
resources and ensure two-way communication between the educational system and
stakeholders. Leaders provide encouragement, recognition, and support for improving
student learning and staff performance. Leadership is committed, persistent, proactive,
and distributed throughout the system. Evidence includes, but is not limited to, the
following:
Policies and procedures are established to effectively support district/school
operations.
The school board and district/school administrators implement an evaluation system
that provides for the professional growth of all personnel.
Policies and practices are implemented to reduce and eliminate discrimination and
harassment and to reflect, respect, and celebrate diversity.
The role and responsibility of administrative leaders is supported, respected, and
understood.
A clearly defined system and expectations are established for the collection,
analysis, and use of data regarding student achievement and progress with the
Comprehensive School Improvement Plan (CSIP).
The capacity of staff, students, and parents to contribute and lead is built and
supported.
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Opportunities for participation are provided for input, feedback, and ownership for
student and system success among staff, students, parents, and community.
Equity in access to learning opportunities and compliance with local, state, and
federal legislation is ensured.
Leaders at all levels understand and manage the change process.
Noted Strengths:
6. The Griswold School Improvement Advisory Committee (SIAC) is conscientious in
carrying out the duties required for the group in Iowa Code. 281—IAC12.8(1)(a)(2).
Membership of this committee represents a wide cross section of the constituents.
SIAC members also incorporate the duties of other district committees, e.g. the
Career and Technical Education Advisory. Interviews and documentation indicate the
SIAC has provided input on other district educational topics as well. This group has
met several times this school year, even though code requires only one annual
meeting. It was noted that after the site visit, the committee plans to revisit the vision,
mission, and goal statements to determine if they should be updated to reflect
current thinking. The SIAC provides authentic, relevant input to the board and
leadership of the district.
7. Leadership is committed, persistent, proactive, and distributed throughout the
system. Griswold’s administrative team provides collaborative, shared leadership
and disseminates information about issues as needed. They support teachers in
developing leadership skills and in sharing responsibilities. Teachers serve on
committees, lead professional development, mentor new teachers, lead student
clubs and groups, and are visible in the community. Further evidence was supplied
by the K-12 teachers and learning support staff who were allowed to be leaders in
the area of professional development. Multiple stakeholders reported feeling as
though they shared ownership of practices leading to student success.
8. It was noted that the Griswold board of education serves an important role in district
leadership as they interact with the leadership team in addressing district concerns
and priorities. The group participates in professional development opportunities
through Iowa Association of School Boards (IASB), and keeps informed of legislative
and local issues. They have an annual retreat to review progress toward goals and to
set new board goals for the upcoming school year. It was noted that they strive to
ensure a quality education for all Griswold students.
9. Students also noted opportunities to develop leadership skills. Examples include the
following:
Student membership on the SIAC (including representatives from each
high school class)
Career and Technical Student Organizations
Leadership roles in extra-curricular activities
National Honor Society
I-80 Leadership Team
Junior Optimist Club (JO)
Elementary advisory students make announcements
Student council
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Planet GCS
Students expressed appreciation for these opportunities, and felt their opinions
were valued and respected.
10. The district utilizes many avenues of communication in an attempt to keep students,
teachers, board, parents and community members informed. Methods mentioned in
interviews included:
Griswold CSD Website for general and specific information
Individual teacher websites
Access to student information via JMC
Newsletters
Showcase night to highlight the district and student projects
Technology night at the elementary
Email and phone calls between staff and parents and/or students
School alert text or phone messages
Information in the local newspaper
Student “planners” for elementary and middle school students
Radio broadcasts to highlight school activities
Recommendations for Improvement:
11. Although the district utilizes multiple methods of providing information for
constituents, there are differing perceptions of the effectiveness of communication in
different interview groups. Parents also expressed a desire to have more information
regarding all aspects of school life. The district is encouraged to seek input from
families concerning the most effective and reliable methods of reaching all
constituents in a timely manner, and seek to expand communication efforts in non-
traditional ways. In times of economic distress, fewer families may have access to
internet for receiving information, and it is possible that communication efforts might
be compromised. Ensuring that all communication is available through multiple
formats would be beneficial. A computer lab might be made available at regular
times for community members to use. (Before sporting events, or one evening per
week, and perhaps at the local library) Personal phone calls and distributing paper
copies of district documents at local businesses might be considered. Periodic
instruction on accessing electronic information sources such as JMC and the website
would provide additional support for families.
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Collaborative Relationships
In an improving district/school, stakeholders understand and support the mission and
goals of the district/school and have meaningful roles in the decision-making process.
Collaboration results from a culture of participation, responsibility, and ownership among
stakeholders from diverse community groups. Educators in the system develop and
nurture a professional culture and collaborative relationships marked by mutual respect
and trust inside and outside of the organization. The system works together with balance
between district direction and school autonomy. Evidence includes, but is not limited to,
the following:
Instructional staff is provided opportunities for interaction to focus on professional
issues.
Instructional staff constructively analyzes and critiques practices and procedures
including content, instruction, and assessment.
Instructional staff follows established procedures to resolve professional conflicts,
solve problems, share information about students, and communicate student
information to parents.
Processes and procedures that invite and respect stakeholder input, support, and
interaction are implemented by the district/school.
Parents are involved as partners in the educational process.
Positive alliances among school staff, students, parents, and diverse community
groups are created and nurtured.
Noted Strengths:
12. Multiple groups reported strong collaborative relationships between general
education teachers, special education teachers, and instructional support staff.
These relationships promote a bridge of communication resulting in better meeting
the needs of all students.
13. Griswold CSD has many collaborative relationships throughout the communities
served by the district. Examples mentioned in interviews included the following:
Optimist Club
KOAK-KCSI radio station
Local business representation on the SIAC
Iowa Western Community College
Local newspaper (Griswold American) coverage of school events
County Extension
Child Psychology/Kidz club
Booster clubs for arts and athletics
Partnerships with cities to collaborate on maintenance , technology, heavy
equipment, and other resources
Cass County Memorial Hospital for Medical health sciences support
These collaborations promote the involvement of school and community members.
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14. The Career and Technical Education instructors/programs participate in the Perkins
Area 13 regional advisory board as well as maintaining their own local advisory
committee. Local Career and Technical Advisory Committee members have
opportunities to examine data generated regarding students and the Career and
Technical programs in order to assist in program evaluation for the four Career and
Technical Education programs. The local advisory committee will be working on
approving technical skill assessments for the Career and Technical Education
programs at a future committee meeting.
15. The Career and Technical Education instructors collaborate with the general
education teachers to ensure the integration of academics into their curriculum.
Examples include the Science and Agriculture instructors teaching similar topics at
the same time and the Spanish and Business (computer) teacher collaborating on
brochures that are in Spanish. The Career and Technical Education instructors
integrate academics such as math and science into their curriculum. Examples
include balance and rations as well as genetics in Agriculture and Medical Health
utilizes medical mathematics. The Family and Consumer Sciences program utilizes
the current events class topics in their class as well.
Recommendations for Improvement:
16. While multiple groups reported use of collaborative model to serve the special
education students, some aspects of that model did not appear to be in evidence:
A set planning time, including grade level team meetings and time for joint
problem-solving
Co-teaching and consultation training for teachers
Additional training for para-educators to enhance skills for implementing
teacher-directed activities
Flexibility to allow Special education teachers to go into classrooms
Opportunities to visit other classrooms, perhaps in other districts, where
collaborative strategies are being implemented
It is understood that the collaborative model has been impacted by the loss of 1.5
special education teachers. The district is encouraged, however, to find methods to
meet the requirements for highly qualified teachers and guarantee educational
opportunities for special education students.
17. Griswold might benefit from increasing outreach efforts for input from recent
graduates. The district might consider utilizing a web-based format to survey alumni
one and five years after graduation. Questions about preparation for post-secondary
education could be the basis for data to help guide instructional conversations and
planning for the high school program. In addition, the graduates might agree to serve
on the SIAC or to be interviewed to give advice to current high school students.
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Learning Environment
In an improving district/school, the school environment is conducive to teaching and
learning. The environment is safe, orderly, purposeful, and free from threat of physical,
social, and emotional harm. Teachers are familiar with students’ cultures and know how
to work effectively in a multi-cultural setting. Students are guided to think critically about
learning and have opportunities to apply learning to real world situations. Classrooms
are integrated with diverse learners (i.e., gender, race, special needs, at-risk, gifted).
Evidence includes, but is not limited to, the following:
Rules and procedures for behavior and consequences are clearly communicated and
consistently administered.
School facilities are physically accessible and school routines enhance student
learning.
Materials, resources, technology, programs, and activities reflecting diversity are
available to all students.
The district/school provides a clean, inviting, welcoming environment.
A clearly understood crisis management plan is established, communicated, and
implemented when necessary.
Teaching and learning are protected from external disturbances and internal
distractions.
The district/school reflects the contributions and perspectives of diverse groups and
preserves the cultural dignity of staff, students, and parents.
Noted Strengths:
18. Multiple interview groups noted that Griswold CSD offers a positive environment for
learning. Students, parents, and teachers expressed pride and respect for their
school and the staff. Parents and students commented on the family atmosphere,
and shared the belief that the caring and supportive staff is the among the school’s
strengths. It was noted that people are willing to look “outside the box’ to meet
needs of students. An example mentioned in interviews was the plan in place to ease
the transition of students from the two elementary centers into the middle school.
Field trips for students from both locations allow interaction of students. Students
communicate through Skype, and participate in Optimist Club activities. There is
also an orientation for students before the 6th grade school year begins.
19. Messages posted throughout hallways and in classrooms encourage a positive
learning environment, and provide “food for thought” to encourage students to strive
for their best. Messages referencing Tiger Traits were noted on posters observed by
team members. These reinforce the concept that all students are expected to
succeed and they realize staff and families will work together with them as they strive
for excellence.
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20. Interviewees noted examples of innovative student technology use in some
classrooms. Students in elementary created a podcast for use at the local historical
museum. They utilize Skype to talk to experts and alumni around the world. (A
discussion with a rocket scientist about force in motion, a meteorologist in Fargo, and
alumni serving in the military. During interviews individuals spoke of students using
blogs, creating presentations, and multi-media technology such as Audacity, Movie
Maker, Inspiration, and Promethean Boards
21. Students, teachers and parents reported confidence in the safe and secure
environment provided by Griswold CSD. Middle and High Students noted they feel
safe in school, understand classroom and school expectations, and trust teachers.
They are aware of bullying and harassment policies and feel comfortable
approaching staff. They are confident that if a situation arises, it will be taken care of
effectively. The district has had assemblies about bullying and talks about specific
procedures for dealing with harassment issues in advisory groups.
22. Non-instructional support staff reported pride in their contributions to a positive
learning environment. Support staff believe they have a serious responsibility for a
safe, clean, healthy environment. Support staff reported their annual evaluations
offer time to review goals and improve their performance as they self-reflect and set
new goals for the coming year. They reported contributions including the following:
Keeping facilities clean and inviting
Greeting students as they enter busses and providing a welcoming
environment as the first staff members students encounter upon arriving at
school
23. Interviewees mentioned the value of outside supports for the learning environment.
For example, they value a school resource officer, grief counselors, home school
assistance coordinator, local libraries and church leaders.
24. The visiting team recognizes pride in the tradition of utilizing technology at Griswold
CSD. Multiple groups mentioned being on the “cutting edge” as students have had
access to computers and use technology to enhance classroom experiences and
learning. The district recently held a technology showcase which featured “mini
lessons” presented by staff and students to small groups, including parents and
community, in the use of new technology. Things mentioned included pod casts,
blogs, and showcases of technology use in classes.
Recommendations for Improvement:
25. It was noted that there is limited diversity within Griswold CSD. In order to better
prepare students for post-secondary realities of studying, living and working in a
diverse, often global society, the district is encouraged to examine current practice
and to find additional, natural curricular connections that can increase cultural
competency in students. These steps might be helpful in this effort:
Conduct a staff inventory/survey to discover current curricular connections being
utilized
Assess district training needs in the area of diversity and cultural competency.
Continue field trips and opportunities to interact with other cultures
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Utilize AEA consultants to deliver training on poverty (socioeconomic diversity)
and increasing parental involvement for low SES students
GLBT training, and cultural awareness
Access resources from area colleges or local residents engaged in global
business
26. Parents expressed some concern about maintaining a safe environment. For
example, technology used in bus and parking lot surveillance may need updated,
and staff may need to be reminded to have all visitors and parents register when
entering the buildings. Reminders about guest badges could be posted for visitors in
all buildings and enforced consistently for all visitors. Signage might be adjusted to
be more visible and attract the attention of people entering the buildings.
27. Several interview groups mentioned Tiger Traits, a character-building program
implemented several years ago. This program provides a common vocabulary and
expectations for behavior of students. It was noted that perhaps the program has
become less effective, and might be reviewed and revitalized. A suggestion would be
to include parents, staff, and students in suggesting updated strategies for
introducing and emphasizing the Tiger Traits concepts. A review of Positive Behavior
Supports or Character Counts and a crosswalk with Tiger Traits might help guide this
update.
Curriculum and Instruction
In an improving district/school, curriculum challenges each student to excel, reflects a
commitment to equity, and demonstrates an appreciation of diversity. There is an
emphasis on principles of high quality instruction, clear expectations for what is taught,
and high expectations for student achievement. Educators have a common
understanding of quality teaching and learning. Instruction is designed to accommodate
a wide range of learners within the classroom. Teachers have knowledge and skills
need to effectively implement characteristics of effective instruction. The staff accepts
responsibility for the students’ learning of the essential curriculum (e.g., Iowa Core
Curriculum). Instructional time is allocated to support student learning. Evidence
includes, but is not limited to, the following:
Educators implement effective instructional practices for each and every student.
School and classroom tasks and activities are inherently engaging, relevant, and
lead to applying knowledge to authentic tasks.
Content, instruction, assessments, and policy are aligned.
A shared vision of effective instruction is held by all instructional staff.
Curriculum and instruction reflect contributions from diverse racial, ethnic, and
personal backgrounds.
Students are provided opportunity and time to learn.
Teachers are provided with an instructional framework that employs research-based
strategies for use with diverse learner characteristics.
Instructional decisions utilize a process of collecting, analyzing, and summarizing
data.
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Noted Strengths:
28. Following the site visit, the district will engage in review of curriculum for alignment
with the Iowa Core Curriculum (ICC). This curriculum will address core content in
grades K-12, and will include 21st Century skills. Staff members are attending
training through the AEA, and are instrumental in the development of an
implementation plan. Students were aware of the ICC and were told it would impact
them and their education. Additional study of Authentic Intellectual Work (AIW),
Science Writing Heuristic (SWH) and Differentiated Instruction (DI) were noted as
supports for local curriculum.
29. Career and Technical Education instructors as well as members of the Career and
Technical Education Advisory Committee indicated that the four Griswold Career and
Technical Education programs (Family and Consumer Sciences, Agriculture,
Business, and Medical Health) are making progress in ensuring that their programs
are aligned into Programs of Study with the community college. The drawing boards
accompanying these programs are nearing completion, which is ahead of the state
goal of having 75% of their programs incorporated into Programs of Study by June
30 2013.
30. Career and Technical Education instructors and high school students indicated that
the Career and Technical Education students have opportunities to be involved in
Career and Technical Student Organizations such as FCCLA, FFA, and HOSA.
These organizations provide leadership opportunities for all participating students. In
addition, students have an opportunity to assess their academic and technical skills
in local, state, and national competitions. 90% of HS students participate in CTE
courses.
31. Parents expressed their appreciation for opportunities students have to participate in
concurrent enrollment opportunities allowing students to earn college credit while still
in high school. It was reported it is possible for students to earn up to 23 college
credits onsite during their high school years.
Recommendations for Improvement:
32. Interviews with staff emphasized the importance of summative data points in gauging
student achievement. (i.e. ITBS/ITEDs) However, the district is encouraged to
further their instructional decision-making by the use of formative assessments to
guide daily instruction. Formative assessment, often referred to as “assessment for
learning”, gives insight into individual students’ progression in learning content,
concepts, or skills, and informs instructional decisions for teachers. Formative
assessment is important part of Authentic Intellectual Work and of the Iowa Core
Curriculum.
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33. As the district engages in implementation of the Iowa Core Curriculum, the district is
encouraged to review the five Characteristics of Effective Instruction and define how
current implementation plan will drive changes in classroom instruction.
Teaching for Understanding
Assessment for learning
Rigorous and Relevant Curriculum
Teaching for learner differences.
Student centered classrooms
Current district and building professional development initiatives support these
concepts, which should be an important consideration in the implementation plans.
Some tools to utilize can be found at the Department of Education website
34. Research indicates that students achieve at higher levels in integrated instructional
settings. The visiting team sensed in some instances ability grouping guides
placement of students for coursework. This could have an impact on expectations
for student performance, which in turn affects achievement. The visiting team
suggests reviewing these practices and implications for student placement.
35. As instructional strategies and programs are selected, ensure they are chosen to
meet needs supported by data analysis, align with stated goals and are reflected in
building, district, and personal professional development plans. In addition, ensure
that implementation is consistent district-wide, and fidelity to the designated
professional development models is monitored. A review of the Iowa Professional
Development Model should also be included in discussions.
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Professional Development
In an improving district/school, staff is qualified for assignments and engages in ongoing
learning opportunities to improve effectiveness. Student achievement and other sources
of data are used to set goals for professional development. The district provides
professional learning opportunities that include theory, demonstration, practice, and
coaching. Evidence includes, but is not limited to, the following:
Professional development focus is determined through the analysis of student
achievement and performance data.
Professional development is focused and based on research-based strategies.
Professional development sessions build on one another, are distributed throughout
the school year, and are sustained over time.
Time is provided for teachers to collaborate and apply new content and pedagogical
knowledge.
An established system provides support to monitor and evaluate implementation of
professional development and its impact on student learning.
Formative student data and teacher implementation data are used to adjust
professional development and guide instructional decisions.
All school staff members, instructional and non-instructional, are provided
professional development to support job roles and functions.
Professional development activities contribute to the capacity of all school staff to
develop cultural competence and to reflect and respect diversity in classroom and
work environments.
Noted Strengths:
36. Teachers reported that they are supported in attending workshops and professional
development opportunities to enhance knowledge and skills. There is an expectation
that teachers will return to share new learning with others on staff and train them in
new instructional practices.
37. The district is supportive of professional development for instructional staff as
evidenced by the early dismissals scheduled every week. Administrators and
teachers indicated that these early dismissals have been beneficial. Teachers stay
one hour after contracted time for two sessions which are dedicated to current
professional development initiatives. One early dismissal is for individual teacher
work, and the fourth is an early dismissal for teachers to make up the two hours from
previous early dismissal days.
38. When new personnel are brought on staff, they are given a review of current
professional development efforts going on throughout the district. This practice helps
integrate new teachers into current professional development efforts and provides a
basis for them to participate. It was noted that if a potential teaching candidate has
experience with strategies utilized at Griswold, it might enhance the chances for
employment.
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Recommendations for Improvement:
39. Differentiation was mentioned as a focus for Professional Development, but there
was not much discussion of the specifics, or how teachers are utilizing differentiated
instruction for all students, including at risk and high achieving students. The district
is encouraged to review Differentiated Instruction philosophy and practice, and set
expectations for district-wide implementation for use with all students. In addition, a
review of the Instructional Decision Making model (IDM) will provide strategies to
determine needs of individual students.
http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=801&Ite
mid=1305
40. Griswold is encouraged to expand data analysis to examine the effect current
professional development is having on student achievement and building culture.
Are professional development strategies being implemented with fidelity to the model
selected? Are teachers utilizing the Iowa Professional Development Model, including
opportunities for observation, coaching, and feedback? Is there a relationship
between the frequency of implementation and achievement scores/trend lines? This
analysis will help make connections between professional development and the
ultimate goal of increased learning for students. Evaluation of professional
development effectiveness, the district will be better able to determine strategies
which reinforce increased student achievement.
41. The district is encouraged to show direct alignment between district, building level,
and individual professional development plans. Documentation reviewed showed
calendars and agendas, but not clear focus on building and district level long-range
goals for utilizing professional development to enhance student achievement.
Professional development plans at all levels should align and link with the Iowa
Teaching Standards. The following link to the Workbook for Describing the
District/Building Professional Development Plans has examples and suggestions for
this work.
http://www.iowa.gov/educate/index.php?option=com_content&view=article&id=296&I
temid=1282
Monitoring and Accountability
In an improving district/school, the district/school establishes a comprehensive system
that monitors and documents performance of student progress, curriculum, instruction,
programs, and initiatives. Results from assessments drive the goal setting and decision-
making processes. Leadership supports a system that regularly analyzes student
performance and program effectiveness. Instructional decision-making utilizes a
process of collecting, analyzing, and summarizing data. Evidence includes, but is not
limited to, the following:
A system for district-wide student assessments, including multiple measures that are
valid and reliable, is implemented.
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Decision-making for the continuous improvement of instruction and student learning
using student achievement and teacher implementation data is employed.
The district’s/school’s cycle of program evaluation as noted in its CSIP is
implemented.
Summative evaluation processes are used to determine whether professional
development has resulted in improved student learning.
Noted Strengths:
42. Griswold students scored above state averages in the following areas on the Iowa
Tests of Basic Skills and the Iowa Tests of Educational Development.
Griswold State AEA
Averages Averages
3rd Grade Reading 90% 76.09% 75.73%
rd
3 Grade math 95% 76.16% 72.85%
3rd Grade Science 87.5% 80.16% 78.11%
4th Grade Math 84.9% 80.33% 78.31%
th
4 Grade Science 83.02% 81.44% 81.71%
5th Grade Reading 88.37% 79.56% 78.15%
5th Grade Math 86.04% 79.12% 78.24%
5th Grade Science 88.37% 81.65% 82.85%
th
6 Grade Reading 79.54% 68.89% 68.89%
6th Grade Math 79.54% 73.9% 72.74%
6th Grade Science 88.63% 75.24% 76.19%
th
7 Grade Reading 82.35% 71.92% 70.37%
7th Grade Science 86.27% 81.54% 80.23%
8th Grade reading 84% 73.29% 74.25%
8th Grade Math 78% 75.87% 72.35%
th
8 Grade Science 86% 82.91% 81.82%
11th Grade Reading 79.24% 75.78% 73.73%
11th Grade Math 79.24% 76.64% 72.77%
th
11 Grade Science 85.91% 80.27% 77.83%
43. Administrators conduct regular “walk-throughs” to monitor classroom practices and
implementation of professional development. Feedback from walk-throughs is
emailed to teachers.
44. Staff is comfortable analyzing and using data and is aware that the data should lead
to improved student achievement. Assessment Solutions provides multiple types of
usable data for making program changes and is readily available to staff.
45. When faced with significant concerns about the fiscal condition of the district, the
Griswold board and superintendent engaged an outside facilitator lead them through
a review of school finance and to create processes to address future budgetary
practices. A protocol was created to be used monthly at board meetings which
utilizes a review of corresponding monthly budgets from previous years, including the
16
perspective of revenues, expenditures, and monthly fund balances. This information
and protocol has helped the board increase knowledge and to make informed
budgetary decisions.
46. Although individual student areas of noncompliance were identified during the
district’s Special Education program procedural compliance review completed last
fall, evidence has been submitted as of February 2, 2010 that these corrections have
been made. The DE has also received a copy of the AEA letter stating that the
district level corrective action plan (CAP) has been fully implemented within the
required timelines and all requirements have been met.
Recommendations for Improvement:
47. As resources dwindle and efficiencies are sought, the team suggests a common
structure and process be put in place to evaluate the effectiveness of all
programs to determine their impact on student achievement and student
success. The discussion can determine needs for modifying programs or help to
determine continuation. Perhaps questions such as the following might help
provide a structure for the evaluative process:
What is the intended result of this program/initiative/practice?
What data should be gathered to provide valid feedback?
What do data tell us?
What questions do we have as a result of data analysis?
What do students and/or teachers need to do differently?
What are the implications for modifying, continuing or eliminating this
program/initiative/practice?
From these questions, clear, aligned, measurable goals can be established. A
process and procedure can be planned to follow in monitoring progress (formative)
and evaluating program impact (summative). Based on results, determine which
program elements to sustain, which program elements need modification to become
more effective, and which program elements to abandon or replace. AEA resources
are available to coordinate assistance with program evaluation.
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Griswold Community School District’s Compliance Status in Applicable
Federal Programs:
Title IIA (Teacher and Principal Training and Recruiting Fund)
The district has no citations of Title IIA non-compliance identified during this visit.
Title IID (Enhancing Education through Technology, E2T2)
The district does not have one or more of the following: an assessment of students’
technology literacy by the end of the eighth grade.
Title III (English Language Learners)
The district has no citations of Title III non-compliance identified during this visit.
Title IVA (Safe and Drug Free Schools)
The district has no citations of Title IVA (SDFSC) non-compliance identified during this
visit.
Title V (Innovative Programs)
The school district has no citations of Title V non-compliance identified during this visit.
Title XC (Education of Homeless Children and Youth)
The district has no citations of Title XC non-compliance identified during this visit.
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Areas of Non-Compliance
The Griswold Community School District shall submit a plan of correction for each non-compliance item listed below to
the Site Visit Team Leader within 45 business days of the receipt of this report. Evidence of corrective action for non-
compliance(s) may be submitted with the plan or at a later date in accordance with the noted timeline. The district may
choose to use the following matrix as a format for the development of an action plan or develop its own.
Chapter 12 Non- Additional Details Plan of Correction Timeline for
compliance Issues Completion
DPOL4. How the school
or school district shall
provide opportunities for
local community feedback
on an ongoing basis does
not appear anywhere in
local board policies. 281—
IAC 12.8(1)(b)(1)
HSPH2. The health
program for grades 9-12
does not contain one unit.
281—IAC 12.5(5)(e)
JHP1. The junior high The district does not
program, grades 7-8, does offer health in 7th grade.
not include all twelve (Demonstrate where
curricular areas. 281—IAC some health content
12.5(4) standards noted in
281—IAC 12.5(4) and
8th grade.)
8
Chapter 12 Non- Additional Details Plan of Correction Timeline for
compliance Issues Completion
The district does not
offer Family and
Consumer Science in 8th
Demonstrate where
some FCS content
standards noted in
281—IAC 12.5(4) are
covered in 8th grade.)
T2D3. The district has not
developed an assessment
method to measure
students’ technological
literacy by the end of 8th
grade. Title IID, NCLBA
Sec. 2402(b)(2)(A)
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Areas of Non-Compliance Outside of Chapter 12
Outside of Chapter 12 Additional Details Plan of Correction Timeline for
Non-compliance Completion
Issues
None Noted
21
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