Fort Dodge Community School District Annual Progress Report€¦ · SkillsUSA is a competition for...

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Fort Dodge Community School DistrictFort Dodge Community School DistrictFort Dodge Community School District

201120112011---201220122012

Annual Progress ReportAnnual Progress ReportAnnual Progress Report

Di

Our Schools. Our Community. Our Pride.

2

Fort Dodge Community School District

2011-2012Annual Progress Report

Message from

Superintendent

Dr. Doug Van Zyl

Mission Statement

The mission of the Fort Dodge Community School

District is to encourage and assist each individual to achieve his/her level of educational excellence. To accomplish this mission, community input will be used to develop goals and action plans that include prudent allocation of necessary resources.

Vision Statement

In order to realize high student achievement,

every learner experiences an engaging curriculum in a caring learning community every day.

Belief Statements

Schools should be a positive, safe, caring, and nurturing

environment where all persons are respected, and learn-ing is the number one priority.

The achievement of a quality education re quires a col-

laborative sharing by students, families, community and schools that promotes and supports an education that is in the best interest of all students.

The focus of our learning program should be to develop

each student’s ability to communicate, think critically, and effectively work with others.

Each student should leave our schools equipped with the

necessary skills to live and actively participate in a dem-ocratic as well as a global society.

Each year is like another chapter in the story of our

schools. Like a story, no two chapters are the same, yet

each chapter builds on the one before it. The Fort

Dodge Community School district has a wonderful story

to tell and we are looking to build upon our previous

chapters.

We know that we want this year to be better that years

past. As you will see on the next page, we have many

“Points of Pride” and yet we know in order to continue

to grow and improve adjustments must be made. One

change that will bring success for our kids is a new

schedule at the high school to help give our students

greater learning opportunities. The schedule also gives

opportunities for students to receive support and inter-

vention from staff members in areas where they may be

struggling, so that they can succeed. Another adjust-

ment is the opening of the Riverside Early Learning

Center. Here all of the district’s pre-K, transitional kin-

dergarteners and Riverside Kindergarten students will

receive their education in a setting that will revolve

around the specific needs of young children. These are

just two examples of storylines in this year’s chapter of

our story.

There is much more to be written in the 2012-2013

chapter of the Fort Dodge Community School District

story, and I believe that with our staff and our students

this will be the best chapter written to date. If you are

currently a Dodger, I look forward to the story and

Points of PRIDE you will help create this year. If you

are not a Dodger, I invite you to consider joining us and

becoming part of our story. Finally, if you are just an

interested reader I hope we keep you on the edge of your

seat cheering the accomplishments and waiting to see

what great things we do next for the kids of Fort Dodge.

Our Schools. Our Community.

Our Pride.

3



Points

P.R.I.D.E. of

We demonstrate...

Personal Responsibility In Delivering Excellence

2011-12 Riverside elementary teachers worked diligently

to improve math scores in their school. They were

removed from the State’s School In Need of Improvement

(SINA) list in the area of Math.

Results of the Iowa Assessment in Reading revealed that

at every grade level the average class score met or exceed-

ed proficiency requirements established by Iowa Testing

Service.

Fort Dodge Senior High implemented two new leadership

classes during the 2011-12 school year. The Foundations

of Leadership Class completed a culminating project that

included a recruitment video about Fort Dodge Commu-

nity Schools and what the city has to offer. Students col-

laborated with business and community to completed the

project.

National Honor Society sponsored two blood drives and

collected over 180 units of blood.

Sixteen Fort Dodge Senior High students took honors in

State SkillsUSA competition winning gold, bronze or silver

medals. Gold medal winners qualified for National

SkillsUSA competition which is a showcase for the best

career and technical students in the nation. Out of 5,700

contestants, Fort Dodge had a 11th place winner, a 15th

place winner, a 24th place winner and a 25th place winner.

SkillsUSA is a competition for students in Career and Tech-

nical Education courses.

Seven Fort Dodge Senior High students qualified for aca-

demic achievement certificates at the SkillsUSA contest

and the Fort Dodge Senior High SkillsUSA chapter was

recognized for the 2nd year in a row for outstanding

growth and participation at the State level.

For the second year the Ultimate Miles Per Gallon class

was implemented at Senior High. Two Ultimate MPG cars

were entered into competition. The first won 11th place

and the 2nd won 15th place.

Art and Music Appreciation courses were added to the

Senior High as well as the addition of several college level

courses in Hospitality and Culinary Arts.

The Physical Education courses have been restructured to

include Outdoor/Leisure Recreation, Aerobics/Personal

Fitness, Walking to Wellness, Circle of Friends, Non-

Competitive P.E. in an effort to promote lifelone wellness.

These classes join the already popular Half-Marathon

class.

A speech communication requirement has been added to

the Senior High curriculum to ensure students are meet-

ing the requirements of the Iowa Core. This will include a

unit on modern communication technologies.

The Senior High is proud to have seven computer labs, five

mobile labs, over 40 computers in the library, 28 comput-

ers in the Alternative School and 10 in the student achieve-

ment center. This allows student access to computers

when it is needed.

Fort Dodge Senior High has established a partnership with

the City of Fort Dodge and Habitat for Humanity to assist

in the construction of two new homes.

Vocational programs at Fort Dodge Senior High have en-

gaged in a number of community projects consisting of

remodeling a house, pouring sidewalks and driveways for

residents and assisting with projects on school property.

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Points

P.R.I.D.E. of

We demonstrate...

Personal Responsibility In Delivering Excellence

FDSH All-American Dodger Marching Band has earned a

Division One Rating at State Marching Band Contest (12

years in a row).

FDSH Jazz Lab earned a Division One Rating at State

Jazz Band Contest (9 years in a row).

FDSH Wind Ensemble earned a Division One Rating at

Large Group Contest (15 out of the last 17 years).

One FDSH Band student was selected for the 2011 All-

State Band.

Fifteen FDSH Band Students were selected for the 2012

NCIBA Honor Band.

One FDSH Band student was selected for the Wartburg

Honor Band.

Seven FDSH Band students were selected for the 2012

ISU Honor Band.

Two FDSH Band students were selected for the 2012 UNI

Honor Band.

The FDSH Band and Orchestra student took a trip to Chi-

cago in April 2012.

Six Phillips Middle School Band students were selected

for the 2011 NCIBA Honor Band.

One Phillips Middle School Band student was selected for

the 8th grade All-State Band.

The Phillips Middle School 8th grade band participated in

the Kalahari Band Festival in Wisconsin Dells in April

2012.

The Fort Dodge Senior High softball team made it to the

regional final game for the 9th time in the past 11 years.

Two Fort Dodge Senior High players received All-State

honors. Three seniors went on to receive scholarships to

play collegiate ball.

The Fort Dodge Senior High Baseball team won the Iowa

conference for the second time in 4 years and finished

second in the State Tournament. Individual players won

many awards with one being named to the Super Team

All-State team, one named to the All-State first team, one

to the All State third team. Six members won All-District

honors and 9 members won All-Conference honors.

Seventy-five science students and 28 math students re-

ceived awards at the annual Math/Science recognition

evening held in the Spring of 2012. Recognition goes to

students with high student achievement in math and

science as well as to those students who have taken more

than the required courses in each of the content areas.

5

2011-2012 Board of Education

Stu Cochrane Kevin Rogers

Jan Merz Deb Peterson

Bill Kent Matt Wagner

Brian Forsythe

Central Administration

Dr. Doug Van Zyl ● Superintendent

Robert Hughes ● Assistant Superintendent for Personnel

and Administrative Services

Brandon Hansel ● Director of Finance

Travis Filloon ● Director of Maintenance

Marcy Harms ● Director of Student Services, ELL,

Interim Director of Transportation

Brenda Janssen ● Director of Food Services, Taher

Jennifer Lane ● Director of Communications and

Community Relations

Jeremy Pearson ● Information Technology Supervisor

Lis Ristau ● Director of Special Needs/Principal Early

Learning Center

Dr. Sue Wood ● Director of Curriculum, Instruction and

Assessment, TAG, Title I

Support Services

Shane Albrecht ● Owner Construction Manager

Rosie Ellendson ● K-6 Reading Coordinator, Title I

Laura Libby ● 7-12 Instructional Coach

Sara Richardson ● K-12 Tech. Integration Specialist

Claudia Harms ● New Teacher Mentoring, Induction

Corey Moody ● Student Mentoring

Tammy Oester ● Site Manager—Bus

Lyndsey Steck ● BLAST After School Program

Diane Jass ● Systems Administrator

Angel Gunderson ● Information Technology Specialist

Nick Dencklau ● Information Technology Specialist

Kevin Bailey ● Information Technology Specialist

ENROLLMENT

INFORMATION

Enrollment for 2010-2011

Fort Dodge Elementary . . . . . . . . . . 1,370

Butler Elementary . . . . .. 411

Cooper Elementary . . . . . 268

Duncombe Elementary . . 290

Feelhaver Elementary . . . 222

Riverside Elementary .. . . 179

Fair Oaks Middle School . . . . . . . . . 475

Phillips Middle School . . . . . . . . . . . 506

Senior High School & Alternative School . . . . . 1,102

TOTAL ENROLLMENT . . . . . . . . 3,453

*Does not include preschool grant, open enrollment or

supplemental weighting.



Note: To assist in understanding the graphs and charts on the

following pages, a Glossary of Assessment Terms is found on

page 17 of this document.

Grade 4

Grade 8

Grade 11

All Students 270 272 272 Low Socio-economic (SES)

144 109 122

African American 38 23 17

Hispanic 14 8 15

Special Education (IEP 45 52 39

Number of Students

Per Grade Level Per Sub-Group

The data below will assist in the interpretation of

charts and graphs on the following pages.

6



Each year the Comprehensive School Improvement/Equity Advisory Team, a committee comprised of community members, parents, teachers, and administrators, analyzes student data and develops annual student achievement goals for the District. The following pag-es illustrate the District’s progress toward the achievement of the goals. Each of the five goals includes indicators, or criteria, which will measure the success toward the goal. For a complete look at the achievement of students in grade levels not represented in the charts and graphs in this document, as well as comparisons with the State and Nation, please visit the website: https://www.edinfo.state.ia.us/

data/aprchart.asp

These charts show comparisons of this year’s data to prior years. However, this year really represents baseline data since the assessment is

new and true comparisons cannot be made.

The chart above illustrates the achievement of 4th graders in the Reading. The blue line represents the State goal. Prior to the 2011-12 school

year, students were proficient if they scored at or above the 41st percentile on the Iowa Tests of Basic Skills. This year a new test, the Iowa As-

sessments, was taken by students and proficiency is judged by standard scores with a score of 189 considered proficient. The chart below repre-

sents achievement of 8th graders who needed a standard score of 239 to be proficient.

Goal 1: Achievement in Reading will improve for all students grades K-12 Indicator 1: The percentage of students who score at the proficient level on the Iowa Assessments in Reading including data dis-

aggregated by subgroup will meet the annual measurable objective as developed by the Iowa Department of Education (State

goal).

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

State Goal 70.0% 70.0% 76.0% 76.0% 76.0% 82.0% 88.0% 94.0% 100.0%

All students 65.8% 76.3% 61.8% 75.0% 75.6% 73.3% 61.9%

Low SES 54.4% 66.4% 54.6% 66.1% 70.9% 65.0% 56.7%

African American 43.3% 60.6% 38.5% 65.4% 62.6% 65.0% 44.5%

Hispanic 62.7% 69.2% 66.6% 73.7% 73.6% 52.6% 56.6%

IEP 12.2% 31.4% 16.7% 31.6% 44.8% 28.1% 29.3%

0%

20%

40%

60%

80%

100%

Grade 4 ITBS/Iowa Assessment Reading Comprehension - Spring 2012Percent Proficient

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

State Goal 66.7% 66.7% 73.3% 73.3% 73.3% 80.0% 86.7% 93.3% 100.0%

All students 60.2% 62.9% 62.5% 64.7% 64.3% 62.6% 52.7%

Low SES 44.5% 47.7% 54.4% 50.4% 59.5% 50.4% 54.6%


Hispanic 46.2% 46.2% 52.9% 42.9% 38.5% 50.0%

IEP 12.0% 13.1% 14.2% 18.2% 32.5% 10.5% 7.8%

0%

20%

40%

60%

80%

100%

Grade 8 ITBS/Iowa Assessment Reading Comprehension Data - Spring 2012Percent Proficient

7



Indicator 2: The percentage of students in grades K-4 who are reading at grade level as measured by the Fountas

and Pinnell leveling assessments tests will increase.

These charts show comparisons of this year’s data to prior years. However, this year really represents baseline data since the assessment is new

and true comparisons cannot be made.

The chart above illustrates the achievement of 11th graders in Reading. 11th graders were also administered the new Iowa Assess-

ments and a Standard Score of 263 was needed to be proficient. More students in every category except low SES students grew in

achievement.

In Kindergarten, grade 2 and 3 the percentage of students reading at grade level increased. A decrease occurred at grade 1 and a

slight decrease at grade 4.

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

State Goal 74.2% 74.2% 74.2% 79.3% 79.3% 79.3% 84.5% 89.7% 94.8% 100.0%

All students 72.1% 78.6% 77.3% 74.3% 72.9% 70.7% 69.5% 74.8%

Low SES 58.4% 57.6% 63.1% 53.9% 58.9% 58.5% 67.9% 61.3%

African American 35.6% 56.4% 50.0% 56.2% 40.9% 40.0% 50.0% 48.4%

Hispanic 45.4% 46.2% 69.2% 63.6% 63.6% 66.6% 77.8%

IEP 27.3% 21.7% 24.4% 18.0% 15.0% 11.4% 25.0% 25.0%

0%

20%

40%

60%

80%

100%

Grade 11 ITED/Iowa Assessment Reading Comprehension Data - Spring 2012Percent Proficient

8



Indicator 3: The percentage of students in grades 8 and 11 who are reading at the proficient level on the 6 Traits

Reading assessment.

The charts above illustrate the achievement students on the Six Traits Reading Assessment. With this assessment students read a

passage and write answers comprehension questions that require analysis, synthesis and evaluation. Student achievement increased

significantly this year at both 8th and 11th grades..

Indicator 4: Using cohort groups, the percentage of stu-

dents in grades 1-11 who are proficient on the District

generated vocabulary test will increase.

The chart to the left illustrates achievement of students on

the district developed vocabulary assessment. Cohort

groups (same students) are represented. At each grade

level, students saw in increase from the year before on

the results of the vocabulary assessment. Baseline data

was collected during the 2011-12 school year for grades 5

-8. A vocabulary assessment for grade 11 will be devel-

oped during the 2012-13 school year.

Getting to Know Standard Scores

This year, students across the State of Iowa participated

in Iowa Assessments rather than Iowa Tests of Basic

Skills (ITBS) and Iowa Tests of Educational Develop-

ment (ITED). Iowa Testing Programs, authors of the

assessment have correlated the former tests with the new

Iowa Assessments so that a proficiency level of 41st per-

centile, the former level of proficiency is equal to the new

standard scores that are reported with the Iowa Assess-

ments. According to Iowa Testing Programs, using

standard scores will allow teachers and parents to monitor

growth across years.

9




and true comparisons cannot be made.

The chart above illustrates the achievement of 4th graders in Math. The blue line represents the State goal. Prior to the 2011-12

school year, students were proficient if they scored at or above the 41st percentile on the Iowa Tests of Basic Skills. This year a new

test, the Iowa Assessments was taken by students and proficiency is judged by standard scores with a score of 189 considered profi-

cient. Low SES, African American and IEP (Special Education) students saw an increase.

Goal 2: Achievement in Math will improve for all students grades K-12

Indicator 1: The percentage of students who score at the proficient level on the Iowa Assessments in Math including

data disaggregated by subgroup will meet the annual measurable objective as developed by the Iowa Department of

Education (State goal).

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

State Goal 68.3% 68.3% 74.7% 74.7% 74.7% 81.0% 87.3% 93.7% 100.0%

All students 75.8% 75.7% 68.5% 73.4% 75.6% 70.2% 67.2%

Low SES 68.8% 66.3% 59.1% 65.4% 70.9% 64.2% 60.8%


Hispanic 56.4% 46.2% 88.8% 73.6% 52.6% 45.0%

IEP 53.6% 34.4% 23.0% 38.6% 44.8% 15.6% 68.1%

0%

20%

40%

60%

80%

100%

Grade 4 ITBS/Iowa Assessment Math - All Students - Spring 2012

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

State Goal 65.0% 65.0% 72.0% 72.0% 72.0% 79.0% 86.0% 93.0% 100.0%

All students 65.8% 69.7% 66.4% 68.0% 72.0% 66.5% 56.8%

Low SES 51.6% 51.9% 57.2% 60.8% 66.1% 55.5% 58.2%


Hispanic 46.2% 53.9% 70.0% 85.7% 53.9% 33.3%

IEP 8.0% 16.7% 32.6% 16.3% 45.2% 26.4% 7.7%

0%

20%

40%

60%

80%

100%

Grade 8 ITBS/Iowa Assessment Math Data - All Students - Spring 2012

10

Indicator 2: The percentage of students in

grades K-3 who meet the math problem

solving benchmarks will increase.

The chart to the left illustrates that the percentage of students

who met the math benchmarks as measured by districtwide

Indicator 3: The percentage of students in grades 4, 6, 8 and 11 who score at the proficient level or above on the District developed mathematics assess-

ment will increase.

As illustrated in the chart to the right, gains were made in

achievement on the District developed math assessment at grade

11, but slight decreases occurred in grades 4, 6 and 8.


and true comparisons cannot be made. The chart above illustrates the achievement of 11th graders in Math. 11th graders were also administered the new Iowa Assessments

and a Standard Score of 263 was needed to be proficient. More students in every category except low SES students grew in achieve-

ment. All students and sub-groups saw a decrease in the percentage proficient.

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

State Goal 74.2% 74.2% 79.3% 79.3% 79.3% 84.5% 89.7% 94.8% 100.0%

All students 78.3% 77.3% 70.0% 73.4% 71.5% 70.4% 65.7%

Low SES 60.0% 64.3% 52.1% 57.0% 51.7% 67.9% 50.3%


Hispanic 54.5% 61.6% 69.3% 36.4% 100.0% 63.2%

IEP 19.6% 29.3% 12.2% 30.0% 16.7% 30.0% 22.9%

0%

20%

40%

60%

80%

100%Grade 11 ITED/Iowa Assessment Math Data - Spring 2012



11



These charts show comparisons of this year’s data to prior years.

However, this year really represents baseline data since the assess-

ment is new and true comparisons cannot be made.

Goal 3: Achievement in Science will improve for all stu-

dents grades K-12.

Indicator 1: Student achievement, as measured by

the Iowa Assessments will improve.

The charts to the right illustrate student achievement in science

as measured by the Iowa Assessments. Students in grade 4 and

11 saw a decrease in achievement, while students at grade 8

experienced an increase.

Indicator 2: The percentage of students in grades

8 and 11 who score at the proficient level or above

on the District developed science assessment will

increase.)

At the top of the next page are charts illustrating student

achievement on the District developed science assessments.

86% of the students were proficient in 8th grade, while 78% of

11th grade students were proficient on the assessment. The

data indicates an increase at grade 11 and a slight decrease at

grade 8.

Actions Being Taken To Improve

Student Achievement

Throughout the District in grades K-8, students who are experi-

encing difficulty in reading and math are experiencing targeted

interventions based on analysis of data generated from various

summative and formative assessments. Students in grades K-4

receive small group flexible instruction and interventions in

reading and math. At grades 5 and 6, students experiencing

difficulty receive the advantage of a class called Read II specif-

ically devoted to the reading needs of struggling students. At

grades 7-8 students participate in Response to Intervention/

Instruction classes specifically geared to their needs. Teachers

at grades 9-12 will become familiar with the use of data to tar-

get specific needs of students through a program called Aca-

demic Learning Supports. Throughout the year, teachers will

work with students based on data analyzed. Teachers at grades

K-8 are piloting a new math program which will lead to in-

creased student achievement. Nearly 100% of teachers grades

K-2 have been trained in a math problem solving strategy

known as Cognitively Guided Instruction which will increase

math skills. Students at the middle and high school participate

in Second Chance Reading, Read 180 and System 44 classes.

2007-08

2008-09

2009-10

2010-11

2011-12

All students 74.7% 73.2% 79.5% 72.9% 73.7%

Low SES 69.0% 65.2% 72.3% 68.0% 67.3%

African Amer. 53.8% 52.0% 75.1% 69.0% 53.3%

Hispanic 53.9% 55.5% 68.4% 57.9% 60.0%

IEP 50.0% 51.8% 55.2% 31.3% 40.0%

0%

20%

40%

60%

80%

100%

Grade 4 ITBS/Iowa AssessmentScience - Spring 2012

2007-08 2008-09 2009-10 2010-11 2011-12

All students 71.5% 81.3% 72.9% 75.7% 63.40%

Low SES 65.5% 76.8% 68.1% 67.0% 45.30%

African Amer. 55.0% 60.0% 36.3% 47.8% 43.30%

Hispanic 69.2% 82.4% 57.1% 46.2% 41.70%

IEP 44.9% 50.9% 48.9% 44.7% 26.00%

0%

20%

40%

60%

80%

100%

Grade 8 ITBS/Iowa AssessmentScience Data - Spring 2012

12



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

Indicator 1: The percentage of students at grade 8 and 11 who score at the proficient level or above on the In-

foSource technology assessment will increase.

The chart below illustrates student performance on the District Technology Assessment. The results of

the assessment show fewer students proficient at the 8th and 11th grade levels. The technology assess-

ment consists of an on-line set of questions ranging from technology use to the use of research strategies

when using Internet resources.

Results of ACT

The American College Test (ACT) was taken by 143

Fort Dodge Senior High students. The overall com-

posite score was 21.6 compared to the State average

of 22.5. Seventy-five percent of the students taking

the test received a benchmark score of 18 on the

English test compared to 77% at the State level. For-

ty-nine percent received a benchmark score of 22 on

the Mathematics test compared to 51% at the State

level. Fifty-two percent received the benchmark

score of 21 in Social Science as compared to 62% at

the State level and 32% of the students received the

benchmark score of 24 on the College Biology test

compared with 38% at the State level. Nineteen per-

cent of the students scored at benchmark in all 4

areas as compared to 30% at the state level.

63.5

41

59.2

33

55

0

20

40

60

80

100

% of students at grade 8 who scored at proficient levelon local assessment 2006-2011

% of students in grade 11 who scored at proficient levelon local assessment 2006-2011

Technology Assessment Percent Proficient 2010-2012

2009-2010

2010-2011

2011-2012

13



Goal 5: All students grades K-12 will experience a learning environment that is safe, drug free and

conducive to learning.

Indicator 1: The attendance rate as calculated by the

Iowa Department of Education using data from the

spring BEDS report will meet or exceed the State’s

standard.

As illustrated on the chart below, the K-8 attendance rate fell

slightly over the 2010-11 school year, but fell short of the 95.1

state standard.

Indicator 3: The percent of students who feel as

though students treat others with respect as meas-

ured by the 9-12 My Voices Survey will increase.

17% percent of students at Fort Dodge Senior High feel as

though students treat each other with respect compared to 12%

in 2010-11.

Indicator 4: The number of physical assaults and

fights will decrease.

No physical assault data was reported at the elementary level.

Grades 5 and 6 saw a decrease in physical assaults. Grade 7

reported 1 physical assault, grade 8 reported 0. Grades 9, 10

and 12 saw a decrease in the number of physical assaults.

Grade 11 saw a slight increase from 3 to 5.

A decrease in fights was reported at every grade level except

for grade 6 which saw an increase from 8 to 10 fights. Grade 7

decreased significantly, from 27 fights in the 2010-11 school

year, to 5 fights in the 2011-12 school year.

Indicator 5: The percentage of students in grades 6,

8 and 11 that report no use of alcohol, tobacco or

other drugs on the triennial Iowa Youth Survey will

increase.

The Iowa Youth Survey is administered every two years to stu-

dents in grades 6, 8 and 11. Results from the 2010-11 survey

revealed that fewer students reported the use of alcohol on the

2010-11 survey than in the 2008-09 survey.

Data from the 2010-11 survey revealed that fewer students used

tobacco in grades 6 and 8 than in the 2008-09 survey but slight-

ly more reported tobacco use in grades 11.

Data from the 2010-11 survey revealed that fewer students used

marijuana at grade 8 on the 2010-11 survey, but 1% more used

marijuana at grade 6 and 5% more at grade 11.

Indicator 6: The number of individual students

who are reported as truant for the full day at the

ninth and tenth grade level will decrease.

Fewer 9th grade students were truant in the 2011-12 school year

than in the 2010-11 school year.

In the 2010-11 school year, 24 students were reported truant at

grade 10. During the 2011-12 school year, only 14 students

were truant in tenth grade (Full day truancy means that neither

the parent or the school has approved the absence).

Indicator 2: The graduation rate as calculated by the



standard.

The graduation rate at Fort Dodge Senior High for the 2010-11

school year was 82.5% for students completing High School in

4 years. However, some students due to various work and life

conditions require an extra year of high school. Including 5th

year Senior High students, the graduation rate was 90.6%.

14



FDCSD Achievement Comparisons to

State and Nation

As evidenced in the charts below, the percentage of Fort

Dodge Community School District students considered to

be proficient on the Iowa Assessments in grades 4 and 8

and 11 exceeded the national percentages in reading and

math, but were below the State percentages for the

2011-12 school year.

Note: The State does not require the state and nation

comparison of science Iowa Assessment scores. Local

scores in science can be found on the preceding pages.

Percentages represented in these charts are for all stu-

dents, not just full academic year students.

No Child Left Behind Results

The Fort Dodge Community School District was pleased

to learn that Riverside Elementary met the student

achievement goals required by the No Child Left Behind

Act for the 2011-12 school year. They had been designat-

ed a School In Need of Assistance in the area of Mathe-

matics and now have met the goal. Even though Riverside

Elementary is now an Early Learning Center and no long-

er houses students grades 1-4, we are proud of the work of

the 2011-12 teachers for improving the achievement of

their students. Results of the Iowa Assessment revealed

growth in the area of Reading, but the District remains

designated as a District in Need of Assistance in the area

of Math and Reading. Duncombe Elementary experi-

enced growth in reading and math but did not meet the

trajectory required by the State to be removed from the

School in Need of Assistance list. Action plans have been

cooperatively written between the Iowa Department of

Education and the Fort Dodge Community School District

to ensure continued improvement in student achievement

in reading and math.

4th Grade 8th Grade 11th Grade

U.S. Students 2012 60.0% 60.0% 60.0%

Iowa Students 2012 78.4% 73.3% 80.0%

Ft. Dodge Students 2012 67.2% 56.8% 65.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent of Students Grades 4,8, and 11 Proficient in Math on Iowa Assessments

4th Grade 8th Grade 11th Grade

U.S. Students 2012 60.0% 60.0% 60.0%

Iowa Students 2012 75.9% 64.9% 82.5%

Ft. Dodge Students 2012 61.9% 52.7% 74.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent of Students Grades 4, 8, and 11 Proficient in Reading on Iowa Assessments

15



Type of Degree Percent of Teachers

Bachelor’s Degree 50%

Master’s Degree 50%

Doctorate 0%

Teacher Qualifications

Last year 53% of teachers had taught in the District 11 or

more years, an indication of experience and dedication.

One hundred percent of our teachers were certified by the

State of Iowa to teach in their field, meeting the Federal

“No Child Left Behind Highly Qualified Teacher” criteria.

Graduate Information

Of the 272 students graduating in 2011, 73% indicated they would pursue a post-secondary education. The

remaining 27% planned to work full or part time, or join the military.

Dropout Rate

Note: The dropout rate is calculated by the State, and data is reported for the year preceding the date of the current an-

nual progress report.

The number of students in grades 7-12 considered to have dropped out of school during the 2009-10 school year was 70.

This is an increase of 8 students from the prior year. Of the 70 dropouts, 24 were females, and 46 were males; 49 were

Caucasian, 10 were African American, 7 were Hispanic, and 4 were of multiple ethnicity. Of these students, 13 were

Special Education students.

Post Secondary College Classes

During the 2011-12 school year, 27 Iowa Central Com-

munity College concurrent enrollment classes were of-

fered at Fort Dodge Senior High. A total of 333 FDSH

students and 35 St. Edmond’s students participated in the

college courses offered at Fort Dodge Senior High. Ten

students were involved in the post-secondary enrollment

option, attending 11 different courses on the Iowa Central

Community College campus. Sixty-three students were

enrolled in 134 Flex-net or On-line Iowa Central Classes.

The opportunity to participate in college courses and earn

college credit while in high school is a definite advantage

for our Senior High students. Many students leave high

school with enough college credit to begin their sopho-

more year at college. College courses offered through

Senior High are offered at no charge to the students.

2011-12 Art Show

16



Goal 3: Achievement in science will improve for all

students, K-12.

Indicator 1: The percentage of students who score at

the proficient level or above on the Iowa Assessment

Mathematics Test in grades 3through 11 including

data disaggregated by subgroup will increase by 5%.

Indicator 2: The percentage of students who meet

the growth goal in Science as defined by Iowa Testing

Programs will increase. (An explanation of growth

goals and growth goal expectations can be found at

the following link: http://itp.education.uiowa.edu/ia

documents/ExpectedStudentGrowth.pdf

Indicator 3: The percentage of students in grades 8

and 11 who score at the proficient level or above on

the district developed Science assessment will

increase.

Goal 4: All students, K-12, will be proficient in the use

and application of technology.

Indicator 1: The percentage of students at grade 8

and 11 who score at the proficient level on the Fort

Dodge technology assessment will increase.

Goal 5: All students, K-12, will experience a learning

environment that is safe, drug-free, and conducive to

learning.

Indicator 1: The attendance rate as calculated by the



standard.

Indicator 2: The graduation rate as calculated by the



standard.

Indicator 3: The percent of students who feel as

though students treat others with respect as measured

by the 9-12 “My Voices” survey will increase.

Indicator 4: The number of physical assaults and

fights will decrease.

Indicator 5: The percentage of students in grades 8

and 11 that report no use of alcohol, tobacco, or mari-

juana on the biennial Iowa Youth Survey will in-

crease.

Indicator 6: The number of individual students who

are reported as truant for the full day at the ninth and

tenth grade level will decrease.

Annual Improvement Goals

2011-2012

Goal 1: Achievement in reading will improve for all

students, K-12.



Reading Comprehension Test in grades 3 through 11

including data disaggregated by subgroup will increase

by 5%.

Annual Measurable Objectives

Grades 3-5 87.3% students proficient


Grades 11 89.7% students proficient

Indicator 2: The percentage of students who met the

growth goal in Reading as defined by Iowa Testing Pro-

grams will increase. (An explanation of growth goals

and growth goal expectations can be found at this link:

http://itp.education.uiowa.edu/ia/documents/

ExpectedStudentGrowth.pdf

Indicator 3: The percentage of students in grades K-4

who are reading at grade level as measured by Fountas

and Pinnel Leveling Assessments will increase.

Indicator 4: The percentage of students in grades 8, 11

who are reading at the proficient level on 6 Traits Read-

ing Assessment will increase.

Indicator 5: Using cohort groups, the percentage of

students in grades 1-8 who are proficient on the district

generated vocabulary assessment will increase.

Goal 2: Achievement in math will improve for all stu-

dents, K-12.



Mathematics Test in grades 3 through 11 including data

disaggregated by subgroup will increase by 5%.

Annual Measurable Objectives:


Grades 6-8 86.0% students proficient Grades 11 89.7% students proficient

Indicator 2: The percentage of students who meet the

growth goal in Science as defined by Iowa Testing Pro-

grams will increase. (An explanation of growth goals

and growth goal expectations can be found at the follow-

ing link: http://itp.education.uiowa.edu/ia/documents/

ExpectedStudentGrowth.pdf

Indicator 3: The percentage of students in grades K-3

who meet the math problem solving benchmarks will

increase.

Indicator 4: The percentage of students in grades 4, 6,

8, and 11 who score at the proficient level on the district

identified/developed Mathematics assessment will in-

crease.

17



Feelhaver Elementary School

1300 14th Ave. N.· 574-5680

Principal: Ryan Flaherty

Riverside Early Learning Center

733 F Street · 574-5740

Administrator: Lis Ristau

Fair Oaks Middle School

416 S. 10th Street· 574-5691

Principal: Dr. Joe Libby

Assistant Principal:

Jennifer Willand

Phillips Middle School

1015 5th Ave. N. · 574-5711

Principal: Dr. Joe Libby

Assistant Principal: Mark Johnson

Alternative Program

819 N. 25th Street—576-7305

Director: Dave Keane

Senior High School

819 N. 25th Street · 955-1770

Principal: David Keane

Assistant Principal: Ed Birnbaum

Assistant Principal: Kevin Astor

For additional information about this report contact Sue Wood, at 515-574-5640

[email protected]

State library books for Butler Elementary

Playground equipment for Feelhaver Elemen-

tary.

Choir Dresses for Fort Dodge Senior High.

GPS Heart Monitors for Fort Dodge Senior

High.

Qomo tablets for Fort Dodge Senior High.

Fort Dodge Senior All-Night Party.

End-Zone camera for Dodger Football Field.

The Fort Dodge Community School District Foundation

Fort Dodge Alumni Association Through the support of the Fort Dodge Community School District Foundation, the Fort Dodge Alumni

Association and the Ann Smeltzer Charitable Trust, projects such as the following have been funded. (This is not an

all inclusive list. Many more projects have been funded by each group.)

Central Administration Office

104 South 17th Street · 576-1161

Superintendent: Dr. Doug Van Zyl

Butler Elementary School

945 S. 18th Street · 574-5882

Principal: Mike Woodall

Cooper Elementary School

2420 14th Ave. N. · 574-5602

Principal: Bruce Hartley

Duncombe Elementary School

615 N. 16th Street · 574-5623

Principal: Pat Reding

Foundation Projects

Alumni Association Projects

Authors Program

5 Scholarships for Senior High School Gradu-

ates to attend Iowa Central Community College

Ann Smeltzer Charitable Trust

10 I-Pads for classrooms.

18

A Glossary of Assessment Terms

Throughout this report you will find references to various tests, assessments and terms which are defined in this glossary.

Iowa Assessments: Iowa Assessments are standardized norm referenced tests that are given to all students grades 2-12.

Students are tested in the content areas of Reading, Language, Math, Science, Social Studies. Students are considered

proficient on the test if they attain a specific standard score that is determined for each grade level and each assessment.

Basic Reading Inventory: An assessment which requires students in grades 1-8 to read a passage and orally answer

questions about the passage. The assessment yields a score for fluency and comprehension. Students are proficient in

fluency if they read the appropriate words per minute for their grade level. In comprehension, students who miss only 1

question out of 10 are proficient.

Six Traits Reading Assessment: A test administered to students in grades 8 and 11 that assesses a student’s ability to

read a passage and respond to questions that require interpretation, synthesis and evaluation. Students are proficient if

they score a 3 or higher on a 5 point rating scale.

Fountas/Pinnell Leveling: Assessments that are given to students in grades K-4 to determine if students are reading at

grade level. Students read a passage and respond to questions about the passage. The results yield a reading level from A

-Z. To be proficient a student must have 90% accuracy, 25% of the time they are self-correcting, and miss only one of

the comprehension questions.

Math Exemplars: A problem solving assessment in which students are given a word problem. They are asked to develop

a strategy to solve the problem, present the solution in writing, and communicate their thinking as the problem is solved.

Students are proficient if they score a 2 or better.

Benchmark Assessments: The District has developed standards in each content area that all students should know and

be able to do by the time they graduate from high school. Benchmarks were developed for each grade level to indicate

where students need to be upon completion of each grade if the standard is to be achieved. Benchmark assessments pro-

vide information about a student’s progress on the benchmarks. Students have met the benchmark if they score an 80%

or higher on the benchmark assessment.

District Developed Assessments: Assessments have been developed by teachers in the District to determine student pro-

gress on standards that are not assessed on the Iowa Tests of Basic Skills and Iowa Tests of Educational Development.

Proficiency levels vary on each assessment.

Cohort Groups: The term Cohort groups refers to measurement of the same students from year to year. As an example

the same students are reported in grade 3 that are reported in grade 4. This allows for consistency in data analysis.



.It is the policy of the Fort Dodge Community School District not to discriminate on the basis of race, creed, color, ancestry, age, sex, sexual orientation, gender identity, national origin, disability, physical attributes, religion, political party preference, political belief, socioeconomic status, actual or potential parental, fami-

ly or marital status in its programs, services, and employment practices. If you have questions or grievances related to this policy, please contact Marcy Harms,

Director of Student Services, Central Administration Office, 104 South 17th Street, Fort Dodge, IA 50501, (574-5678) or contact the U. S. Department of Education

Office for Civil Rights Midwestern Division, 10220 North Executive Hills Boulevard, 8th Floor, Kansas City, MO 64153-1367.

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

Street, Fort Dodge, IA 50501.

The District’s Designated Investigator of Physical/Sexual Abuse of Students by School Employees is Marcy Harms. She can be reached at 574-5678 or 104 South

17th Street, Fort Dodge, IA 50501. The alternate is Corey Moody. He can be reached at 574-5469 or 819 North 25th Street, Fort Dodge, IA 50501.

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

Street, Fort Dodge, IA 50501.

Revised: 06/11crf

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