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State

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Title: State

1
State of the District
I-35
2009
2

The Question is
How are we doing in
pursuing the
MISSION
of the
Interstate 35 Community School Distrtict?
. . . to develop life-long learners and
responsible, productive, successful citizens in
an ever-changing society.

3
Key Considerations for 2009

The Boards Goals for 2008-2009
Support the implementation and oversight of the
short range plan for building and grounds and
budget for the plan.
Direct the administration to research, report,
and recommend changes and enhancements to improve
the non-academic programs of the district by May
of 2009.
Ensure the school district continues to move
toward a sufficient unspent balance, fund
balance, and a solvency ratio by the end of
fiscal year 2009.
Provide oversight and monitor the Iowa Core
Curriculum and IDM teams in the research and
implementation of the Iowa Core Curriculum and
Instructional Decision Making Models by 2012.
The Superintendents Goals for 2008-09
Balance the school budget for fiscal year 2009 .
. .
Facilitate a collaborative process for the
development of a technology plan for I-35 to
include a district web site.
Perform an in-depth assessment of all
non-academic programs. . .
Support the administrators of the district in
researching and offering new and enhanced course
offerings. . .
Work with the architect and contractor to
complete all components of the construction
project. . .
Work with administration and staff to develop and
continuously update the districts standards and
benchmarks, and the Iowa Core Curriculum ensuring
these expectations are communicated in the
classroom.
What is your vision for your school? Five years
out? Ten?
What will be required to achieve this vision?

4
Interstate 35 Long Range Goals

One hundred percent of students will perform at
the proficient and higher performance levels in
reading as measured by district-wide assessments.
One hundred percent of students will perform at
the proficient and higher performance levels in
mathematics as measured by district-wide
assessments.
One hundred percent of students will perform at
the proficient and higher performance levels in
science as measured by
district-wide assessments.

5
Interstate 35 Long Range Goals

One hundred percent of students will perform at
the proficient and higher performance levels in
writing as measured by district-wide assessments.
The Interstate 35 CSD will serve as a resource to
the community
To provide a safe, supportive, disciplined
environment based on mutual respect and
cooperation.
To provide learning experiences that lead to
academic and social
success.

6
READING 2009

Kindergarten 96 Low or Limited Risk on Dibels
75 _at_ Benchmark Receive Core Material
First Grade 95 Low or Limited Risk on Dibels
58.6 _at_ Benchmark Receive Core Material
Second Grade 87 Low or Limited Risk on Dibels
63.2 _at_ Benchmark Receive Core Material
Third Grade 78.7 Proficient or Above on ITBS
96 Low or Limited Risk on Dibels
81 _at_ Benchmark Receive Core Material
Fourth Grade 73.9 Proficient or Above on ITBS
80 Low or Limited Risk on Dibels
73 _at_ Benchmark Receive Core Material
Fifth Grade 71.4 Proficient or ITBS
Comprehension
78 Proficient or on Total Reading ITBS

7
READING (cont.)

Eighth Grade 74.6 Proficient or ITBS
Comprehension
71.6 Proficient or on Total Reading ITBS
Ninth Grade 79.7 Proficient or ITBS
Comprehension
76.6 Proficient or on Total Reading ITBS
Tenth Grade 82.4 Proficient or ITBS
Comprehension
77.9 Proficient or on Total Reading ITBS
Eleventh Grade 82.4 Proficient or ITBS
Comprehension
80.9 Proficient or on Total Reading ITBS
During grades PreK- 4, young students are
learning to read. This is a
critical time in schooling in which students must
gain the skills
necessary to be good readers. The acquisition of
skills must be
combined with a process that instills a joy for
reading. The process of
learning to read must be tightly aligned PK-4 in
a highly engaging
manner. We must teach all students to read at
grade level by the end
of 4th grade.

8
MATHEMATICS 2009

Second Grade 69 Proficient/ Math Computation
(ITBS)
80.3 Proficient/ Problems Data
Interp. (ITBS)
84.5 Proficient/ Concepts
Estimation (ITBS)
Third Grade 73.9 Proficient/ Math
Computation (ITBS)
72.5 Proficient/ Problems Data
Interp. (ITBS)
76.8 Proficient/ Concpets
Estimation (ITBS)
Fourth Grade 81.5 Proficient/ Math
Computation (ITBS)
66.7 Proficient/ Problems Data
Interp. (ITBS)
85.2 Proficient/ Concepts
Estimation (ITBS)
Fifth Grade 66.1 Proficient/ Math
Computation (ITBS)
78 Proficient/ Problems and Data
Interp. (ITBS)
78 Proficient/ Concepts Estimation
(ITBS)
Sixth Grade 69 Proficient/ Math
Computation (ITBS)
70.5 Proficient/ Problems and Data
Interp. (ITBS)
60.6 Proficient/ Concepts
Estimation (ITBS)

9
MATHEMATICS (cont.)

Eighth Grade 58.2 Proficient/ Math
Computation (ITBS)
79.1 Proficient/ Problems Data
Interp. (ITBS)
67.2 Proficient/ Concepts
Estimation (ITBS)
Ninth Grade 62.5 Proficient/ Math
Computation (ITED)
Tenth Grade 51.4 Proficient/ Math
Computation (ITED)
Eleventh Grade 68.7 Proficient/ Math
Computation (ITED)
Mathematics represents the foundation of all
knowledge and skills.
Almost everything we deal with is quantified or
qualified through
mathematics. Mathematics also represents one of
the critical skills for
success as a lifelong learner.
The big question is not if math, but what and
when math? The snap
shot presented in these two pages makes a case
for the importance of
math computation. It also makes a case for the
importance of problem
solving, data interpretation, math concepts and
estimation. Yet, this

10
SCIENCE 2009

Second Grade - 77.5 Proficient or above
Third Grade - 81.2 Proficient or above
Fourth Grade - 83.3 Proficient or above
Fifth Grade - 89.9 Proficient or above
Sixth Grade - 90.1 Proficient or above
Seventh Grade - 97.1 Proficient or above
Eighth Grade - 92.6 Proficient or above
Ninth Grade - 87.5 Proficient or above
Tenth Grade - 85.3 Proficient or above
Eleventh Grade - 83.8 Proficient or above

11
SOCIAL STUDIES 2009

Second Grade - 69 Proficient or above
83.1 Proficient in Sources of Info.
Third Grade - 79.7 Proficient or above
76.8 Proficient in Sources of Info.
84 Proficient Maps and Diagrams
Fourth Grade - 83.3 Proficient or above
72.3 Proficient in Sources of Info.
77.8 Proficient Maps and Diagrams
Fifth Grade - 93.2 Proficient or above
74.6 Proficient in Sources of Info.
76.2 Proficient Maps and Diagrams
Sixth Grade - 97.2 Proficient or above
67.1 Proficient in Sources of Info.
71.4 Proficient Maps and Diagrams

12
SOCIAL STUDIES (cont.)

Ninth Grade - 87.5 Proficient or above
76.5 Proficient in Sources of Info.
Tenth Grade - 83.8 Proficient or above
70.6 Proficient in Sources of Info.
Eleventh Grade - 83.5 Proficient or above
77.6 Proficient in Sources of Info.
Social Studies is the core to citizenship and
becoming a productive and
contributing member of a democratic and free
society. Student
preparation for understanding and deep conceptual
knowledge in social
studies is critical to an individuals ability and
desire to exercise their
rights and participate in our local communities,
state, nation, and world.
While GPS technology may reduce the need of
students and
citizens to possess map reading skills, the need
of students to know and
understand geography and its impact on issues and
human
demographics is critical to citizenship.

13
TECHNOLOGY

In February, 2009 the Board of Education approved
a Short and
Long Range Plan for Educational Technology at
Interstate 35
Community School District.
The first of the short range goals calls for the
employment of a
fulltime Technology Director.
The quality of hardware and software at
Interstate 35 needs to
be sustained and improved to match the
contemporary needs
and uses of our students.
The elementary school needs to develop and
implement a
technology curriculum beginning with keyboarding.
The elementary school needs to explore technology
software
that is proven to increase reading and math
skills.
The middle school needs to determine the
contemporary and
futuristic meaning of technical/digital literacy
and align the

14
IOWA CORE CURRICULUM

The Iowa Core Curriculum is a statewide
initiative with far ranging
implications for public schools. This is a state
mandate!
The Iowa Core Curriculum is about what we teach,
how we teach, and
the results of our teaching.
The Iowa Core Curriculum is about teaching for
deeper
understanding and conceptual learning. This
requires focus on the
Iowa Core Curriculum Standards as well as the
21st Century Skills.
The Iowa Core Curriculum is about rigor and
relevance for all
students. It is about a different way of
teaching with the full
integration of technology.
The Interstate 35 Community School has an Iowa
Core Curriculum
Committee that has been learning about the Iowa
Core Curriculum
during the 2008-2009 school year.
The Interstate 35 High School must have an
implementation plan

15
PROFESSIONAL DEVELOPMENT

If the premise is true, and we believe it is so,
that student achievement
is directly linked to teacher quality, then we
must see professional
development as a continuous journey towards
quality improvement
that is worthy of our investment of time and
resources.
During negotiations in 2008-2009, the Board and
Teachers
Association agreed to add one professional
development day to the
school calendar as part of the negotiated
agreement.
Job embedded professional development is where
the components of
professional development and the components of
the job are seamless.
Therefore, as the staff member engages the
targets of professional
development, the staff member is actually
refining and improving
their ability to do the job. Under this model,
the improvement
process is an integral part of doing the job.
Professional Development is planned and
implemented in collaboration with the School
Improvement Team.
There are nine (9) full days of professional
development in the 2009-2010 calendar.
Professional Development opportunities outside
the professional development day are available
through the teacher quality committee.

16
Implementation of School ImprovementWorking
Philosophy

We must work as a TEAM (s)
The good of students and the school district must
come first
We must be Good Ambassadors
We must raise the level of Dialogue-Involve the
Stakeholders
Move from Independent Action to Community It is
about US
We must be Student Achievement Driven
Locate, Develop, Design learning conditions /
experiences that will help ALL students find hope
in the future.
It is all about our students

17
SCHOOL IMPROVEMENT IS NOT A SPECTATOR
SPORTConditions

Individual and Organizational Change is Necessary
Collaboration is Essential
A Community School must reflect the Community
Tight alignment must exist with the Mission
Service must be at the Core
Leadership must spring forth from all levels
Communications is the bedrock of improvement
Change and Improvement must be Embedded
It is about Building Capacity

18
IF YOU ALWAYS DO WHAT YOU HAVE ALWAYS DONE, YOU
WILL ALWAYS GET WHAT YOU HAVE ALWAYS GOT!
19
Presenting Fiscal Year 2010 Budget
INTERSTATE 35 Community School District
20
Utilities
Staff
Equipment
Supplies
Resources
Needs
Commitment
Vision Mission
21
Utilities
Staff
Equipment
t
Supplies
Resources
Needs
Commitment
Vision Mission
22
(No Transcript)
23
GENERAL FUND - SOURCE2009-2010
Weightedper pupil Amount
TotalBudget
24
2009-2010 General Fund Resources
2008-09
2009-2010
Reg. Prog. Cost/Pupil 5,546 5,768
Enrollment x 901.8 877.7

Reg. Prog. 5,001,383 5,062,574 Cost
2,634,739
Other 2,618,967
Total 7,620,350
7,697,313
25
2009 Operating Fund Receipts 2010
Reg. Prog. Cost/Pupil Budget Enrollment Reg.
Prog. Dist. Cost Supplem Weighting Special
EducationTeacher Salary Supp. Prof. Develop
Supp. Early Intervention AEA Costs Cash Reserve
Levy Instr. Support Levy At Risk Program Miscel
Income Utility Replacement Total Receipts
5,546 901.8 5,001,383
19,921 614,386 313,628 225,000
0 141,648 1,300,000 4,384 7,620,350
5,768 877.7 5,062,574
19,917 589,951 445,187 39,733
45,772 338,150 224,655
0 189,846 799,308 396 (
58,176) 7,697,313
26
SOURCE OF GENERALFUND RECEIPTS
2008-09
2009-2010
2,116,953 Property Tax
2,159,187
4,203,397 State Aid
4,738,818
1,300,000 Misc. Receipts
799,308
7,620,350 Total
7,697,313
Assessed Valuation 170,110,601
179,856,318
Difference 9,745,717
27
MANAGEMENT FUND
FYE 09
FYE 10
ExpensesInsurance Equipment Ins. Unemployment
Teacher Retirement
120,000 45,000 5,000 55,500 ______225,50
0
120,000 50,000 5,000
54,000 _______ 229,000
ResourcesProperty Tax
200,000
200,000
FY09 ending balance 208,500
28
Debt Service Schedule
Year Principal Interest Total
06-07 375,000 169,547
544,547 07-08 385,000 158,223
543,223 08-09 K-8 400,000
145,785 545,785 Voted PPEL 155,000
64,600 219,600 LOST Notes 195,000
57,045 252,045 09-10 K-8 410,000
132,936 542,936 Voted PPEL 165,000
60,726 225,726 LOST Notes 195,000
45,483 240,483
29
Total Property Tax Levy FYE
2009 FYE 2010
BUDGET
BUDGET
General Fund 1,891,953 2,159,187
Manage Fund 200,000 200,000
Cash Reserve 225,000
224,655 Instr.
Support 0
0 PPEL (Voted) 227,948
241,007 PPEL (Board) 56,136
59,353 PPEL (Total) 284,084
300,360 Debt Service
546,285 543,436
Tax Total
3,147,322 3,202,983 Tax Rate
18,50163 17.80857

Taxes are the Price of a Civil Society. Thomas
Jefferson
30
AREAS OF NEW EXPENDITURE