Reading Strategies
in the Content AreasThe committees that serve in an advisory capacity both at the building and district levels shall determine if the buildings and District have achieved the goals identified in the Comprehensive School Improvement Plans.
The building improvement teams will collect data and feedback from their building improvement goals and share it with their staffs and Parent Advisory Committees. The building improvement teams will then use this feedback to refine the goals for the following school year. Buildings will submit their revised building improvement plans to the Combined committee by early May so they can be used to revise or modify the District Plan accordingly.
The Curriculum Support team will compile district-wide data related to the identified District goals, share it with the District Advisory Committees, and seek their feedback and input as they work to better align the District’s comprehensive School Improvement Plan to focus on improved student achievement. The Combined Committee will also use the following self-assessment tool to help focus their efforts as they work in a collaborative fashion to refine the District’s CSIP. Evaluation of the CSIP and the processes it represents serve the following purposes:
Ankeny Self-Assessment for Comprehensive School Improvement Plan
The following questions will be addressed as part of the evaluation process.
Yes No
X _____ The Ankeny Community School District has identified a clear,
institutionalized process to evaluate the CSIP.
X _____ The Ankeny Community School District has clear and measurable goals.
X _____ Data gathered by the Ankeny Community School District is aligned with its goals; this data will give the district a true picture of whether or not it has met the goals
X _____ The Ankeny Community School District has analyzed assessment data to determine reliability and validity.
X _____ The Ankeny Community School District had identified the difference between concerns and actual needs where a difference exists.
X _____ The Ankeny Community School District has investigated current thinking in areas designated by the District.
X _____ The Ankeny Community School District aligned data with its success criteria to determine whether the District has met the goals.
X _____ The Ankeny Community School District has a clear institutionalized process for evaluating how staff development initiatives contribute to making progress toward long-range and annual improvement goals.
X _____ The Ankeny Community School District has determined that district-level and building-level actions are aligned with desired improvements.
The following checklist will be completed by members of the District Combined Committee at the end of each year.
GOALS
X __ Long-range goals are stated in student terms.
X __ Goals will help achieve its philosophy, beliefs, mission, or vision.
X__ Annual improvement goals are specific, achievement-focused, and time-specific.
X__ Data on student achievement, community and student needs, and factors external
to the school or school district were collected, analyzed, and used to build a strong
case for adopting and achieving long-range and annual improvement goals.
ACTIVITIES
X__ Activities at the school-district level and building level clearly are aligned with
goals, and a system for monitoring is described.
X __Activities are clearly aligned with the curriculum and instructional practices.
X __Activities provide staff development based on best practices.
X __Activities integrate technology.
X__ Activities are supported by multiple resources and reflect best practices.
ACCOUNTABILITY
X __Monitoring of progress toward long-range and annual improvement goals occurs
regularly.
X __Multiple people have responsibility for and are held accountable for monitoring
progress.
X__ The system holds itself accountable through explicit target dated and criteria for
acceptability of evidence and makes use of a data feedback loop.
X__ Data collected to evaluate progress is systemically used to develop future goals and plans to support goals.
X__ Progress toward goals is determined through a rich array of qualitative and quantitative sources.
COMMUNICATION
X __Plan shows all constituents how long-range and annual improvement goals support achievement of agreed-upon student learning goals.
X __Information about the CSIP for meeting long-range goals is shared with building staff and parents.
X __Information about the CSIP for meeting long-range goals is shared with multiple community groups.
X __Information about the CSIP for meeting long-range goals is shared through multiple forms of media.
X__ Steps for attaining the established goals are written in concise and clear language.
X__ Steps for attaining the established goals are designed to be understandable to all stakeholders.
X __Steps for attaining the established goals are descriptions of methods for inviting input and responding to ongoing feedback from community stakeholders.
PROGRAM CONSOLIDATION
X__ All applicable requirements for the consolidation of state and federal programs are integrated.
X __All applicable requirements for the consolidation of state and federal programs are connected as appropriate to school or school district goals.
X __All applicable requirements for the consolidation
No form of evaluation is complete unless it is based on data. The ACSD is developing a data warehouse that will contain the student achievement data for all students, including any data collected in the special programs. This data also includes data from all individual and District curriculum maps that have been entered into the Curriculum Compass software. Report and evaluation templates will be developed during the 2001-2002 school year. These templates will be able to generate reports for teachers and administrators to evaluate the effectiveness of any initiative or program within the District. The reports will import data from where it is housed on the server and into the CRSTAl reports software. The templates will make the data easier to interpret. These reports will be used to evaluate all of the different components in the CSIP.
Any system, including the ACSD, must have support structures in order to operate efficiently. Many support structures are in place in the Ankeny District. One important support structure to meet the District Goals is technology.
All students, employees, and other Learning Community members will recognize how and when to utilize technology to enhance their learning, as well as to accomplish their given tasks more efficiently. Appropriate technology and information will be available to Learning Community members when and where they need it. All Learning Community members will know how to use the technology they need, or they will have access to the resources they need to learn how to use the necessary technology.
Overview of District Technology Plan (2001-2006)
The focus of the District Technology Plan is on three major areas:
1. Information Management
2. Curriculum
3. Technology-related competencies for our staff.
1. Information Management
The District is committed to developing a data warehouse that contains a wide range of information that relates to our students and employees. These efforts directly support District Goals. Examples of this information:
This data could be used to:
Information Management Goal #1: Provide the technology needed to improve administrative effectiveness through efficient communication, planning, and record keeping.
Information Management Goal #2: Provide access to current, accurate, and extensive information resources for all learners in the District and community in a reliable, responsible, and cost-effective manner.
These Information Management goals also tie directly to several of the "essential conditions for effective use of technology in learning," as identified in the enGauge Framework recently developed by NCREL. Specifically, these goals tie to:
Actions to meet goals for the 2001-2002 school year (short range)
Tentative actions to meet goals for the next 2-3 years (medium range)
Tentative actions to meet goals for the next 5 years (long range)
2. Curriculum
Curriculum Goal #1: Provide the technology, training, and time needed to enable teachers to use the curriculum mapping software, Curriculum Compass, to improve their lesson planning, assessments, and curriculum alignment.
Curriculum Goal #2: Provide the technology needed to allow all students to learn (and demonstrate the mastered use of) technology to access, process, organize, communicate, and evaluate information in order to answer questions, draw conclusions, solve problems, and apply knowledge.
These Curriculum goals also tie directly to several of the "essential conditions for effective use of technology in learning," as identified in the enGauge Framework recently developed by NCREL. Specifically, these goals tie to:
Actions to meet goals for the 2001-2002 school year (short range)
Tentative actions to meet goals for the next 2-3 years (medium range)
Tentative actions to meet goals for the next 5 years (long range)
Technology-related Competencies for our Staff
Staff Competency Goal #1: Provide teachers with the technology-related tools, resources, and training needed to assure students will meet local and state learning objectives and have the means to assess and record student progress. Some examples:
Staff Competency Goal #2: Provide teachers, administrators, and other staff with the technology skills they need to do their jobs efficiently and effectively. Some examples:
These Staff Competency goals also tie directly to several of the "essential conditions for effective use of technology in learning," as identified in the enGauge Framework recently developed by NCREL. Specifically, these goals tie to:
Actions to meet goals for the 2001-2002 school year (short range)
Tentative actions to meet goals for the next 2-3 years (medium range)
Tentative actions to meet goals for the next 5 years (long range)
Another important structure that makes it possible for the ACSD to meet the goals of its CSIP is the comprehensive professional development plan offered to certified and classified staff (reading associates).
The Professional Development schedule for the 2001-2002 school year was designed to support the District’s School Improvement Goals. The Combined Committee, a representative body of teachers, administrators, Ankeny Education Association members, and Board of Education members, used a collaborative process to identify the priority areas of training for the 2001-2002 school year. They used data from the following sources:
A subcommittee of the District’s Combined Committee met to analyze the data and developed the following guidelines for workshops:
Saturday Classes and Workshops
Reading Strategies
in the Content Areas
Teachers will be trained in reading strategies that can help students improve their reading in the content areas. Teachers are encouraged to bring their curriculum maps so they can integrate the strategies into their current units and lessons.
Date: October 6, 2001
Time: 8:00 a.m. - 1:00 p.m.
Target Audience: K-12 Staff
Credit: Staff Development/Graduate
Problem Solving Strategies
This workshop will focus on problem solving strategies that can be used at different levels to encourage higher levels of thinking. Teachers are encouraged to bring their curriculum maps so they can integrate the strategies into their current units and lessons.
Date: November 17, 2001
Time: 8:00 a.m. - 1:00 p.m.
Target Audience: K-12 Staff
Credit: Staff Development/Graduate
Designing and Implementing
Quality Assessments
Teachers will have an opportunity to develop quality assessments that allow students to demonstrate standards and benchmarks at their grade levels or in specific subject areas. Development of performance tasks will be included.
Date: December 8, 2001
Time: 8:00 a.m. - 1:00 p.m.
Target Audience: K-12 Staff
Credit: Staff Development/Graduate
Accommodating All
Learners
This course has been designed to provide teachers with strategies to assist them in accommodating the needs of different types of learners in the classroom. Strategies in the areas of Gifted and Talented, At-Risk, English as a Second Language, and Special Education will be featured.
Date: January 26, 2002
Time: 8:00 a.m. - 1:00 p.m.
Target Audience: K-12 Staff
Credit: Staff Development/Graduate
Multiple and Emotional
Intelligence
This workshop will explore brain research and will provide strategies to assist a teacher in integrating Multiple Intelligence theory and Emotional Intelligence into their Curriculum Maps, Curriculum Frameworks, Performance Assessments, and Lesson Designs. Prerequisite: Introduction to Brain Friendly Strategies.
Date: February 2, 2002
Time: 8:00 a.m. - 1:00 p.m.
Target Audience: K-12 Staff
Credit: Staff Development/Graduate
Cognitive Coaching
Strategies and Communicating Effectively with Parents/Classroom
Management and Motivation Strategies
This workshop has been designed to provide teachers with
Summer Workshops
(Tentative pending final decision from the Combined Committee) Participants will be paid at the District Phase III rate from District Phase III funds. Those teachers who plan to take the course for credit to be used for lane advancement are not eligible for Phase III payment.
Structured Work Sessions
Feedback from the buildings will be used to structure these work sessions. Teachers will have time to edit and revise curriculum maps and curriculum frameworks, develop lessons, and develop and/or revise assessments.
Date: Tuesday, June 4 - Thursday, June 6, 2002
Time: 8:00 a.m. - 1:00 p.m.
Target Audience: K-12 Staff
Credit: Staff Development/Graduate
Structured Independent and Group Classes 2001-2002
Teachers electing to participate in the following Independent and Group Classes must follow the guidelines:
Structured Independent and Group Classes 2001-2002
Data Analysis
Reading
Problem Solving
Curriculum Mapping
Performance Tasks
Reading, Problem Solving,
and Writing Group Classes
In addition to the professional development classes listed above, the District also offers specific professional development opportunities to improve staffs’ expertise in using technology as a tool.
Technology Training Opportunities 2001-2002
The following technology training opportunities are available district wide this fall and winter. Additional opportunities will be offered at individual buildings. You may register for these courses beginning on August 20th by emailing Roberta Rowland (rrowland) at the Central Office. Teachers will be paid at the staff development rate of $14.00 per hour for participating in these opportunities.
Using the Marks Grading Program
If you’d like to learn the basics of using this grading program, sign up for this workshop. If you have used the program before but would like to learn more or take a refresher course, sign up as well!
This one-night workshop is offered on three different nights.
(Macintosh platform)
Date: August 28, 2001 Time: 6:30 p.m. - 8:00 p.m. Location: Parkview 107
Date: August 30, 2001 Time: 6:30 p.m. - 8:00 p.m. Location: Parkview 107
Date: September 5, 2001 Time: 6:30 p.m. - 8:00 p.m. Location: Parkview 107
Changing your Classroom Through the Power of Technology
This 15-hour course will focus on the impact technology has on our classrooms, curriculum, classroom management styles, and most importantly, students' learning. This course will analyze research related to this topic, but there will be a hands-on, practical application, as well. Each participant will develop a technology-related unit/lesson.
Microsoft Word – Intermediate level
If you’ve used Word and would like to learn some of its powerful features, this workshop is for you.
Powerpoint – Intermediate level
If you’ve used Powerpoint and would like to learn some of its powerful features, this workshop is for you.
Microsoft Excel – Intermediate level
If you’ve used Excel and would like to learn some of its powerful features, this workshop is for you.
The Basics of Using Web Pages in Your Classroom
This workshop will show you some of the key skills needed to use the Internet; we will also provide some suggestions about how you can find good web sites to integrate into your curriculum. Both Netscape and Internet Explorer will be discussed and used in this class.
This one-night workshop is offered on two different nights.
Copyright for Educators
Susan Schrader of Heartland AEA will explain what’s legal for educators to copy and what isn’t. With all of the new technology available, it’s easier than ever to copy things, so it’s important that educators understand the copyright law. Bring your questions about copyright and fair use to this session.
Integrating Digital Media into your Classroom
Digital cameras are becoming commonplace in schools, and digital video cameras are coming down in price, as well. Many teachers and students would like to use digital editing programs to produce professional-looking presentations. This hands-on workshop will introduce the iMovie program, as well as other digital technologies. This three-part class will allow each participant a chance to produce a short digital movie. Act fast because class size is limited!
Scanners and Digital Cameras
This workshop is designed to provide hands-on experience with two popular digital input devices: scanners and digital cameras. Act fast because class size is limited!
Basic Troubleshooting
This workshop is designed for teachers who want to learn to troubleshoot simple computer problems. Both Mac and Windows platforms will be covered at both of these one-night workshops, with additional emphasis on the Windows platform the first night, and on the Mac the second night.
Strategies for the One-Computer Classroom
Most teachers have one computer in their rooms, but they are not always sure about how to use a single computer for instructional purposes. This workshop will provide many ideas about how to use a single computer for instruction, as well as demonstrate several options for displaying that computer image on a larger screen.
Integration of Multimedia – Plug It In
Sponsored by AEA 11, this 15-hour course will allow you to tune-up and turn on your existing lessons with technology and assist you in connecting the lessons directly to your students. You will learn more about various instructional technologies that can enhance your lessons, be given time to integrate technology into the design of your units, and have assistance in assessing your new lesson’s impact on student learning. Staff development credit and Drake credit are available options.
In addition to professional development classes during the school year and the summer, the ACSD uses its monthly inservice time for professional development for all certified staff. The District’s inservice schedule is listed below.
Ankeny Community Schools Inservice Schedule 2001-2002
Date Time
September 19 District Focus in Buildings 1:15 - 3:30 p.m. Department Meetings: Special Education
October 17 Elementary Building Meetings 1:15 - 3:30 p.m. Secondary 6-12 Department and K-12 Department Meetings
November 14 Secondary Building Meetings 1:15 - 3:30 p.m. Elementary Grade Level Meetings
December 21 Elementary & Secondary Building 1:15 - 3:30 p.m. Meetings
January 16 District Focus in Buildings Department 1:15 - 3:30 p.m. Meetings: Art K-1; PE/Health K-12; Guidance K-12; AELP; and Media,Business, and Computer Applications
February 20 Elementary Building Meetings 1:15 - 3:30 p.m. Secondary Department and K-12 Department Meetings
March 13 Secondary Building Meetings 1:15 - 3:30 p.m. Elementary Grade Level Meetings
April 17 District Focus in Buildings 1:15 - 3:30 p.m. Department Meetings: Industrial Technology 6-12, Family and
Consumer Science 6-12, Music K-12, and At-Risk
May 15 Elementary & Secondary Building 1:15 - 3:30 p.m. Meetings
June 4-6 District Workshops 8:00 - 1:00 p.m.
Making Data Exciting and User Friendly Meeting Dates
In order to interpret data well to evaluate programs, the curriculum department will be working with administrators in professional development sessions during each year of the five year CSIP. The sessions for administrators are scheduled as listed below.
| September 18 | 10:00-11:30 |
Board Room Annual Report and Annual Goals
|
| October 9 | 10:00-12:00 |
Northview Conference Room Jim Wilson
|
| October 30 | 10:00-11:30 |
Board Room Identifying and selecting data to support your goals and using it to determine priorities Reading Data (comprehension)
|
| November 13 | 10:00-11:30 |
Board Room Process(es) to review data with staff
|
| December 11 | 10:00-11:30 |
Board Room Using the data to refine instruction
|
|
December 13 (With Building Curriculum Facilitators) |
3:45-5:00 |
Board Room (Building) Process(es) to review data with staff
|
Goals:
Agenda
Assignment:
Bring to the meeting on October 9th at NV Conference Room
Members of the District’s Curriculum department will also be working with the staffs in each building in the District to assist them in analyzing data to inform instructional decisions and to support building goals. These sessions will be conducted during study group times in the secondary buildings and building inservice time for the elementary. The study groups required of secondary staff once each month during a planning period is a tremendous support structure because all of the staff is in attendance, and all staff can work on the District and building goals.
The special programs in the District arrange additional professional development for their staff and all certified staff members at various times.
The special programs in the District are important support structures for the entire District.
The Ankeny Community School District program for returning dropouts and dropout prevention (including K-3 At-Risk) is a comprehensive network of services designed to meet the needs of students in grades K-12. At the elementary level, extended services are added to existing programs to improve the likelihood of student success. Each elementary school has a counselor and a building assistance team (BAT). Student referrals are initiated using specific criteria designed to identify problems, which may result in school failure or under-achievement. Compensatory instruction is provided using existing staff and additional assistance as needed. Early identification, intervention, and prevention are key components. The Student Outreach Coordinator works with the six elementaries to identify students who are at risk due to problems outside of school. The Student Outreach Coordinator is a liaison between school, home, community, and the At-Risk department K-6. Services are provided, year-round, including secondary, K-5, and ESL summer programs designed to provide enrichment, remediation, and personal development for identified students.
The secondary program serves approximately 399 dropouts/potential dropouts annually in the Learning Centers, CCC program, Mentor program, ASCEND, DMACC, GED/Diploma process, Cornerstone, and correspondence courses. 100 of these students are in the 6-9 Middle School program. There are seven Learning Center instructors, three at the middle school (6-9), two at the high school, one at Stepping Stone, and two in the ASCEND Alternative Program. Three of the instructors have counseling degrees, as well as extensive teaching experience. Two are also certified in special education. Returning and potential dropouts receive support services intended to keep them in school. Students go to the Learning Centers as part of their daily schedule to receive assistance in personal, social, academic, and vocational areas. Regular communication is maintained between the Learning Center staff, regular classroom teachers, and administrators. Learning Center instructors function as advocates for their students to address problems before they become major issues. Learning Center classroom activities are structured to teach appropriate behaviors and equip students with critical coping and survival skills. Parents are contacted and encouraged to actively participate in their child’s education. S.T.E.P. Teen classes are offered for those interested. Each year a mentoring program is developed including approximately 40 students and businesses in the community. Positive adult role models are recruited to work one-to-one with students in the program. This program has extended from the 8-12 grades to the 6-7 grade level and continues to grow. Enhanced self-esteem, increased motivation, and improved decision-making skills are outcomes of the mentoring project. A peer counseling program is also being implemented to assist at-risk students. During 1998-99, DMACC and the High School Learning Center worked with 125 students to get back in some type of educational program. The Learning Center also worked on an alternative delivery system for the secondary students using C.C.C. software.
This program is used to help students make up classes in the core areas. This was initiated during the 1994-95 school year. The C.C.C. program has expanded to a full day summer school for 48 students 9-12. It has been expanded to both middle schools. Ankeny Family Advocacy Project is now an integral part of the Ankeny At-Risk Program.
The Cornerstone Recovery Program, sponsored by Children and Family Services of Iowa, utilizes the Ankeny School District to provide the educational component of its student rehabilitation program. A certified, licensed teacher, and 1.5 associates work with students in a half-day academic environment while residing at the facility, along with a special education teacher from Saydel Schools and a CFI social worker. In the Fall of 1999-2000 the secondary ASCEND program moved to the Children and Families of Iowa Connection facility in collaboration with CFI to expand, blend, and enhance the two present educational programs - ASCEND and Cornerstone. Saydel School District is collaborating with Ankeny, providing a special education certified teacher on staff there to serve those with IEPs. This has been an exciting move for all involved.
Ankeny has committed itself to develop an alternative service for 4th – 7th graders in our District who meet specific criteria for "at-risk". This service is housed at Parkview Middle School and fills a much-needed gap in alternative services for non-traditional students of a younger age level.
Staff development for all school personnel, as well as parent training, are primary components of the K-12 program. The Ankeny School District commits substantial financial and human resources to improve the quality of instruction provided to every student. Several inservice days are devoted annually to At-Risk topics. One area the District is focusing on is brain research – how students think and learn. Staff is applying this to the non-traditional learner, increasing ways to succeed in learning through different modes of delivery. The lives and success of all students will improve as adults attain greater understanding of individual differences and develop new skills to deal with ever increasing societal problems. Also Content Standards and Benchmarks are woven through all special program curriculums.
Beginning Fall of 2000, a new at risk preschool has been established at East Elementary for 3-4 year olds that qualify. This preschool is funded by the State Early Childhood Empowerment Grant.
A certified preschool teacher, an associate, a community nurse, and a Youth Social worker will maintain the half day program 5 days a week.
This pre-kindergarten is designed to help children to work and play with others, to express themselves, to learn to use and manage their bodies, and to extend their interests and understanding of their world.
Cooperative efforts between home and family will be encouraged, using community resources.
Establishing Need - Secondary
1. The dropout rates for grades 10-12 over the last eight years are:
|
|
Percentage | |
| Students (grades 7-12) | 2374 | |
| Dropouts (grades 7-12) | 16 | .7% |
| Females | 8 | 50% |
| Males | 8 | 50% |
| Caucasian | 14 | 87.5% |
| African-American | 1 | 6.2% |
| Asian | 1 | 6.2% |
| IEP | 0 | 0% |
The number of dropouts in grades 10-12 will continue to be a need for intervention as long as even one student drops out. Statistics indicate equal need among males and females. There are additional numbers of students who are potential dropouts. These students demonstrate associated characteristics of school failure such as high absenteeism, truancy, poor grades, and credit deficiency. Approximately 300 students in grades 7-12 fall into this category at any given time. Many of those students may actually drop out if the school system does not attend to individual emotional, psychological, social, academic, and vocational needs.
2. Local programs, although consistently improving, have not been optionally effective in reaching potential and returning dropouts as desired for the following reasons:
- Extracurricular involvement – 1 in band
- All students participate in school specials.
ASCEND (8-12) (CFI / Cornerstone off site program)
- 1:5 staff/student ratio ½ day sessions
- 2 FT teachers (one is certified special ed)
- 2 associates
- 1 social worker
- 30 total students daily, including Cornerstone
- Extracurricular involvement –
- 1 in wrestling club
- 1 in gymnastics club
- Extracurricular Involvement
- Examples of student involvement are: safety patrol, band, city recreation sports leagues
- Outside Agencies and Other Programs
- Agencies involved in serving Ankeny’s potential and returning dropouts include the Student Assistance Program, Des Moines Area Community College, the Des Moines Public School Drop-In Center, Our Primary Purpose, Spectrum, CFI, AFAP, YMCA, County Health Services, DHS, and the AEA 11 Youth At-Risk Consortium. Dues must be paid to maintain membership in the Consortium. The Consortium now charges $85.00 per pupil for correspondence courses. Ankeny has increased funding for the 2001-2002 school year due to the district realignment of K-5, 6-7, 8-9 and 10-12 grades. A new 8-9 middle school was completed in August 1995, adding an extra building to staff, a new learning center to set up, and a greater number of students to serve. Ankeny Community School District has implemented twelve programs to serve students K-12.
- a. Mentor program - Community volunteers meet each week for 1 hour with a student, developing a positive 1:1 relationship. Each volunteer goes through a training session before beginning the mentorship. These mentors act as positive role models, enhance student’s self-esteem, and provide some academic assistance. At the present time 45 people are involved. Parkview Middle School (6-7) established a mentor program involving Learning Center students and staff within the building. Mentors meet one/two times per week with students encouraging school success.
- b. Student Outreach - Learning Center is making an extra effort to contact students who have dropped out of school, and are behind in credits for graduation. Each month students are contacted to check their progress towards a GED or diploma at DMACC. 73 students were contacted last year and a possible 93 will be contacted this year. Such contact has had a positive effect on the drop-out rate.
- c. Community Services - The center is currently working on a volunteer community service project with the Ankeny United Way Service Center. We are in the process of developing an Adopt-A-Park program with the city with fall/spring projects to provide services learning experience.
- d. Alternative Delivery – The ACSD has a successful alternative program on computers to allow students to make up some credits they need in core subjects. (C.C.C. Program). This was very successful with 36 in the summer program. Independent Study guides are in place 8-12 to continue credits in all core courses.
- e.Summer Program - The District sets up special activities and recruits people to visit with the students and work with them during the summer.
- f. The program was added during the summer of 1996 at both the Middle and High School levels, 8-12. The District now has a 4-week summer school for secondary at risk students.
ACSD need to continue to let the public know these kids exist. More communication, improved coordination of efforts, and expansion of alternative services are being implemented to improve the situation. Much progress has been made since the first year of implementation of the K-12 At-Risk program. However, additional improvement can be accomplished through even more collaborative efforts and more funding.
Objectives
1. The academic program and curriculum provided by the 6-12 Dropout/Potential Dropout Prevention Program is equivalent to the district’s secondary program and meets the minimum requirements identified in Chapter 256.11 Code of Iowa and Chapter 12, Iowa Administrative Code. Staff have all developed curriculum maps, based on content standards and benchmarks.
2. Middle school and high school objectives for personal and social development:
3. Middle school objectives for career and vocational development:
High school objectives for career and vocational development:
a. 8-9 grades and high school sophomores complete a four-semester Life Skills and Career Exploration course. These courses meet daily; students can earn a maximum of four academic credits. They include intensive activities in the following areas: career awareness, career exploration, career decision-making, career experience, and job seeking and keeping skills. Sophomores have access to work programs at community businesses.
b. Juniors and seniors enroll in a required career resource program that presents supplemental career and vocational materials. Senior High students all take part in the High School Advisor/Advisee program.
c. Juniors who express interest will be encouraged to locate and acquire part-time employment during non-school hours with the assistance of the Learning Center staff and the School to Work staff.
d. Secondary students who express interest will locate and acquire part-time employment with the assistance of the Learning Center staff and existing cooperative education programs.
e. Middle school students will continue to take part in vocational awareness field trips and service learning projects.
f. The Alternative ASCEND program (8-12) has a built-in career development and vocational component where students fulfill a two week mandated career curriculum, then go on-site with jobs opposite of their academic day.
4. Middle school and high school staff development objectives for dropout prevention:
a. All teachers and administrators will participate in a district staff development program that includes presentations specific to the needs of At-Risk students. Building At-Risk staff are allocated funds to provide inservice.
b. Teachers will learn criteria for identification and referral of students to be included in the Learning Center program.
c. Teachers will learn the referral procedure for the Learning Center program. (consistent forms established)
5. Secondary staff attends inservices hosted by the AEA11 At-Risk Consortium.
a. Staff attend local conferences including Risky Business and the Drake At-Risk Conference. National Conferences are attended annually. The high school staff attends the National Dropout Prevention Conference regularly and the Middle School Learning Center teachers attended American’s At-Risk Youth National Forum and Risky Business. Professional growth is a necessity and a priority.
b. K-12 At-Risk Department meetings are held. The District is a member of The National Dropout/Prevention network and National Student Assistance Network and all department staff receive current materials. Information is disseminated throughout the District on a regular basis.
Support Services
1. Middle school and high school orientation to the dropout program involves administrators, counselors, and Learning Center teachers as well as students. Parents of the students are encouraged to attend the orientation session, which covers program objectives, rules, procedures, curriculum, facilities, and personnel. This is held annually for returning students.
2. Middle school vocational appraisal/assessment includes the Kudor Preference Inventory, JOB-O, and computerized career information systems.High School appraisal/assessment may include Iowa Tests of Educational Development, Career Decision Making, CISI, Armed Services Vocational Aptitude Battery, Differential Aptitude Test, and specific college entrance exams. Appraisal will be provided by the Learning Center staff, administrators, counselors, and vocational education instructors.
3. The middle school and high school programs include individual and group guidance and advisor/advisee groups 10-12. Self-concept and social, coping, and study skills are covered. If necessary, outside therapy and family counseling is encouraged. Community Health Services such as ASAP, AFAP, and student assistance program are referral programs.
4. Middle school students receive remedial, tutorial, or supplemental instruction in two ways. 6-7 students participate in a Journal Writing Social Skills class one day a week. All freshman and sophomores in the program are enrolled in Life Skills & Career Exploration courses. Individual tutorial instruction is provided to students during the school day, at times when the student is not assigned an academic class. Life Skills classes began for the 8th grade in 1997-98.
5. Appropriate middle school and high school educational placement is determined through discussion among the students, counselors, and Learning Center staff. Parents are consulted. In addition, vocational placement assistance is available to all students through existing senior high programs. Placement decisions and scheduling actions are based upon individual circumstances and needs. Students with 504 Accommodation plans are served accordingly.
6. At both the middle school and high school levels, follow-up is based on individual plans developed for each student. These plans are periodically reviewed by a Learning Center teacher or counselor, the student, and parent/guardian.
7. For both middle school and high school students, transportation to and from school is the same as for all students in general. However, school transportation is arranged for specific Learning Center activities.
8. Parent training and support classes are held by Learning Center staff. The program is designed to improve parent-teen relationships by teaching specific parenting skills. Parent participation is a mandatory part of the ASCEND Program.
9. The secondary program teachers are responsible for maintaining and updating a file of support services outside the school. The file contains the name and function of the agency and the contact person as designated by the coordinator. There is a comprehensive listing of agencies, services, groups, and individuals available for Ankeny students in the following areas:
- Community Health and Services Social Services
- Alcohol and Chemical Dependency Legal Services
- Polk County Mental Health Government Services
- Disabilities and Special Problems Financial, Insurance, & Pension
- Self-Help Groups Parenting
- Advocacy and Complaints Employment and Education
- Information and Referral Housing
- Emergency Food, Clothing, Shelter Group Homes
- Specialized, Hard-to-Find Services
- Iowa Health Systems
- Social Services
- Legal Services
- Government Services
- Financial, Insurance, & Pension
- Employment and Education
- Housing
- Group Homes
(An example of such agencies would include: Planned Parenthood, AGAPE, Youth Law Center, National Council on Alcoholism, Suicide Crisis Line, Lutheran Social Services, etc.) Decategorization, Children & Families of Iowa, etc.
These support services are utilized as deemed necessary and appropriate by the Learning Center staff, parents, and students.
10. Ankeny is an active participant in the AEA 11 Youth At-Risk Consortium. Program options are available through the Des Moines Area Community College to assist students who require special educational and vocational assistance. Learning Center staff regularly attend Consortium meetings and utilize program resources to enhance services.
11. A peer counseling program has been developed to assist at-risk students.
12. A community service program has been initiated which involves students from the Learning Centers working with younger students.
13. A service learning program for middle school students is available where students participate in activities with senior citizens at retirement centers and at other community areas such as parks and Neveln Community Center.
Evaluation
Progress in the middle school and high school programs will be evaluated by Learning Center staff members in several ways.
a. Student/parent questionnaires will be analyzed.
b. Senior high dropout and returning dropout statistics will be examined.
c. Annual program evaluations will be compiled and submitted to the building administrators.
d. Comparisons between potential and returning senior high dropouts’ performance prior to and after their enrollment in the program will be made in three areas: credit acquisition, attendance records, and disciplinary records.
Middle school students’ progress in academics, personal/social development, and career/vocational goals will be evaluated by an annual review of their IEP’s. Students are surveyed to determine their impression of program effectiveness.
The methods used to evaluate the high school students’ progress include:
a. Students’ credit acquisition, attendance records, and discipline records will be examined.
b. Students’ IEP’s will be evaluated annually.
c. Students’ files will include teachers’ progress reports.
d. Students’ involvement in school-related activities will be recorded.
e. Students’ lists of completed career materials will be examined annually.
f. Students are surveyed and interviewed by program staff to determine perceptions about individual progress and program success.
Individualized Student Plan
Middle school students have plans written and reviewed annually by regular and Learning Center staff. The plans determine how much of the regular curriculum each student should carry, which areas to emphasize, and how much support is needed. Plans will include the following components: educational objectives, personal development, social development, personal hygiene, and participation in school-related activities. The goal of the middle school program is to successfully include potential dropouts in the regular classroom. High school students’ plans, which are reviewed annually, include the following components: educational objectives and goal setting, personal development, social development, family functioning, attendance and tardiness, career development, personal hygiene, and participation in school-related activities. Students actively participate in plan development. Plans address individual circumstances which result in modification of school policy and instructional requirements and make for more flexible scheduling.
Advisory Council
Representatives of At Risk Advisory are included in the District Combined Committee – a central advisory council for school improvement.
The At-Risk Advisory Council has been an ongoing committee made up of staff, parents, administrators, students, Board members, and community members. Group input is used to provide information to the District and Board. Program priorities were set by the committee representatives and addressed in the present Combined Committee. The Superintendent Advisory Committee also has active participation from at risk representatives. These committees are directly inline with the State School Improvement Initiative.
AELP Staff Development and Inservice Provisions
Each AELP teacher has met with building faculty in staff meetings to distribute program descriptions and identification materials as meet the needs of the individual building. They have also conducted a brief discussion/question and answer session with the faculty.
AELP Staff presented information to the "Accommodating All Learners" district inservice. Materials relating to elementary and secondary were presented. The presentation concluded with an ELP related questions and answer session.
Gifted conference opportunities are available each year to classroom teachers (Amana, George Betts, etc) throughout the year.
In the spring of 1999, regular classroom teachers joined the ELP team at the Amana Workshop, and then brought information back to the middle school staff in a joint presentation.
A video on curriculum compacting has been shown at building staff meetings during the past 2 years.
The AELP department holds an annual parent informational meeting to present a program overview and inform the community of exciting things happening in our department. Teachers and community members are invited to this also.
Differentiating instruction for Mixed Ability Classrooms Building Inservice.
Multiple Intelligence Workshops
Emotional Intelligence Workshop
Thinking about Thinking Workshop
Assessment and the Brain Workshop
Building Inservice on identification Criteria
Another component of the professional development program is the mentoring program for all of the new teachers who enter the Ankeny Community School District. This program meets the state guidelines for mentoring programs for all first year teachers. The ACSD has designed its own mentoring program based on best practices as outlined in the Beginning Educator Support Team (B.E.S.T) as designed by Arizona State University and adapted for Heartland AEA. The B.E.S.T program will be used with first year teachers and will adhere to the state guidelines, but the District will continue its current program with the experienced teachers who enter the District.
The Ankeny Community Schools Mentoring Plan is designed to promote excellence in teaching and to build a supportive and successful teaching and learning environment for teachers. Mentors will receive extensive training and support as they work with their assigned beginning teacher. Teachers who are selected as mentors, will be trained in skills necessary to provide professional and personal assistance to the beginning teacher. Training received by the mentors will include research, theory, demonstration, practice, coaching, and feedback. On-going training will be provided through regularly scheduled workshops and structured/independent classes. This training will be provided through the District's Professional Development Opportunities Plan. These workshops and structured/independent classes will be facilitated by district trainers and have been approved for both staff development and graduate credit through Heartland AEA 11 and Drake University.
Mentoring training will include the following:
Examples of ICN Usage
The ICN room at Ankeny High School was used approximately 300 times during the 2000-2001 school year. Of that total, K-12 usage numbered 120, or approximately 40% of the total usage. The other major uses were for classes sponsored by higher education institutions such as DMACC or Iowa State University. Some uses by the ACSD included, business law classes from AHS observed patrol hearings that were held over the ICN, southeast Elementary’s 5th grade took a virtual tour of the State Capital, and the Curriculum Department connected with a school district in Ohio to discuss the curriculum mapping process.