Iowa Department of Education

School Year: 2007-2008 2008-2009

F o r m: 1 Status 2 Contact Information 3 Chapter 12 Improvement Goals Reading 4 Chapter 12 Improvement Goals Math 5 Chapter 12 Improvement Goals Science 56 Chapter 12 Alternative Assessment - Reading 57 Chapter 12 Alternative Assessment - Math 58 Chapter 12 Alternative Assessment - Science 59 Chapter 12 Multiple Assessments 60 Chapter 12 Post-Secondary Data 61 Chapter 12 Post-Secondary Dropout Data 70 Additional State Requirements 80 Athletic Eligibility 94 Assurances 95 Print Summary 96 Print Summary All Exit to Application Menu Form Must Be Completed By: Both Public and Non-Public

District:  5337     School:  0000     Name: Preston Comm School District

Division of PK-12 Education
Annual Progress Report (APR)
Minimum Requirements
Due Date: September 15
Print Summary All, Public

Chapter 12 Improvement Goals Reading

281--IAC 12.8(3)(b)

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

· Annual improvement goals must be measurable.

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

Long-Range Goals from CSIP: 281--IAC 12.8(3)(b)(3)	District Long-Range Goals Preston's long-range goals define the desired targets to be reached over an extended period of time. These long-range goals serve two purposes: 1) to meet locally determined student needs goals and 2) to address state and federal student accountability. Goal 1:           All K-12 students will achieve at high levels in reading comprehension, prepared for success beyond high school. (LRG1, MCGF3, AR6, EIG1) The following indicators will measure district progress with Goal 1: 1a. Percentage of students who score at the proficient level or above (41st percentile or above) on the ITBS Reading Comprehension Subtest in grades 3 through 8 and the ITED Reading Comprehension Test in grade 11, including data disaggregated by subgroup. 1b.The percentage of students in grades 4, 8, and 11 at average and high RIT scores from year to year and from fall to spring MAP Reading assessments from NWEA. Goal 4:           All K-12 students will use technology in developing proficiency in reading, mathematics, and science. (FTP1, MCGF3)
2008-2009 Current School Year Annual Goals: 281--IAC 12.8(3)(b)(4)	During the 2008-2009 school year, the percentage of Preston 6th grade students scoring in the proficient range (41st %ile or above) on the ITBS reading comprehension assessment will increase.  In the 2007-2008 school year, 68% of 6th graders scored at this level.
Were the Annual Goals Met?	NO
Supporting Data to demonstrate that the district has or has not met its goal:	Preston's Reading Comprehension goal for the 2008-2009 school year was to increase the percentage of 6th grade students scoring in the proficient range (41st %ile or above) on the ITBS reading comprehension subtest.  In 2007-2008, 68% of 6th graders scored at this level. In 2008-2009, the percentage of Preston 6th grade students in the proficient range on the ITBS Reading Comprehension subtest was 67.8%.  ITBS data showed a decrease of .2% which is less than what was expected. Therefore, we did NOT meet our goal. THE 2008-2009 READING GOAL WAS INCORRECTLY WRITTEN FOR WHAT WAS INTENDED. It should have read for a co-hort group: During the 2008-2009 school year, the percentage of Preston 6th grade students scoring in the proficient range (41st %ile or above) on the ITBS reading comprehension assessment will increase.  In the 2007-2008 school year, 59.5% of 5th graders scored at this level. THEREFORE,the co-hort group went from 59.5% proficiency in reading in 5th grade to scoring 67.8% in 6th grade reading which would have placed Preston in successfully meeting their reading goal for 2008-2009 school year.
If the District Did Not Meet its Goal 281--IAC 12.8(3)(b)(4) The plan to meet future goals includes the following:	In 2008-09, ITBS/ITED Reading Comprehension scores were lowest in the 6th grade. A Preston K-8 teacher was trained in Second Chance Reading, which is scientifically research based.  Reading Comprehension scores did increase for all her students except one, but the increase was not sufficient for all her students to reach the 41st percentile on the ITBS Reading Comprehension subtest. In 2009-10, all teachers of 7th grade students are involved in professional development to learn and implement reading strategies to improve in reading comprehension.  The schedule of classes was changed so these 7th grade students could be placed in another class of Second Chance Reading to continue their progress.  Our goal is to increase the ITBS Reading Comprehension scores of last year's 6th graders who are current 7th graders.
2009-2010 Next School Year Annual Goals: 281--IAC 12.8(3)(b)(4)	2009-10 Reading Goal: During the 2009-2010 school year, the percentage of Preston 7th grade students students scoring in the proficient range (41st %ile or above) on the ITBS/ITED reading comprehension subtest will increase.  In the 2008-2009 school year, 67.8% of 6th graders scored in the proficient range.

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Chapter 12 Improvement Goals Math

281--IAC 12.8(3)(b)

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

· Annual improvement goals must be measurable.

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

Long-Range Goals from CSIP: 281--IAC 12.8(3)(b)(3)	District Student Learning Goals Preston's student learning goals are the general expectations for all its graduates. Students graduating from Preston Community School District will be able to do the following: (LC6)     •     Communicate effectively in various situations by various means     •     Recognize, understand, and appreciate contributions of the world's cultures     •     Use academic skills and technologies solve problems     •     Use leadership skills to develop positive relationships and work collaboratively     •     Demonstrate skills and habits necessary to lead healthy lives and contribute to society District Long-Range Goals Preston's long-range goals define the desired targets to be reached over an extended period of time. These long-range goals serve two purposes: 1) to meet locally determined student needs goals and 2) to address state and federal student accountability. Goal 2: All K-12 students will achieve at high levels in mathematics, prepared for success beyond high school. (LRG2, AR6, EIG1, MCGF3) The following indicators will measure district progress with Goal 2: 2a. Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the ITBS Mathematics Total Test in grades 3 through 8 and the ITED Mathematics Test in grade 11, including data disaggregated by subgroup. 2b. Percentage of students in grades 4, 8, and 11 who achieve at the intermediate level or above on the Iowa Collaborative Assessment Modules. Goal 4:      All K-12 students will use technology in developing proficiency in reading, mathematics, and science. (FTP1, MCGF3) The following indicators will measure district progress with Goal 4: 4a. The indicators identified for Goals 1, 2, and 3. 4b. Percentage of students at grade 8 who score at the proficient level or above on a locally developed technology assessment.
2008-2009 Current School Year Annual Goals: 281--IAC 12.8(3)(b)(4)	During the 2008-2009 school year, the percentage of Preston 7th grade students scoring in the proficient range (41st %ile or above) on the ITBS math assessment will increase.  In the 2007-2008 school year, 77% of 7th graders scored at this level.
Were the Annual Goals Met?	YES
Supporting Data to demonstrate that the district has or has not met its goal:	Our goal was during the 2008-2009 school year, the percentage of Preston 7th grade students scoring in the proficient range (41st %ile or above) on the ITBS math assessment will increase.  In the 2007-2008 school year, 77% of 7th graders scored at this level, so the Preston School District met their goal since 90% of the 2008-2009 seventh graders scored in the proficient range on their ITBS math assessment which is a 13% increase over the 77%.
If the District Did Not Meet its Goal 281--IAC 12.8(3)(b)(4) The plan to meet future goals includes the following:	(Not Required)
2009-2010 Next School Year Annual Goals: 281--IAC 12.8(3)(b)(4)	During the 2009-2010 school year, the percentage of Preston 7th grade students scoring in the proficient range (41st %ile or above) on the ITBS Mathematics Subtest will increase.  In the 2008-2009 school year, 83.9% of 6th graders scored at this level.

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Chapter 12 Improvement Goals Science

281--IAC 12.8(3)(b)

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

· Annual improvement goals must be measurable.

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

Grade 8 is served. Grade 11 is served. Neither Grade 8 or Grade 11 is served.

SCIENCE ONLY: At this time, whole grade sharing districts that do not serve students in grade 8 or grade 11 (or both) because they send these students to another district are not required to have science goals or report science goal progress for the grade level or levels served by another district. The rest of this form IS required, and will appear below, if EITHER GRADE 8 AND/OR GRADE 11 IS SERVED. See selection at left for latest status according to IDoE data.

Long-Range Goals from CSIP: 281--IAC 12.8(3)(b)(3)	District Student Learning Goals Preston's student learning goals are the general expectations for all its graduates. Students graduating from Preston Community School District will be able to do the following: (LC6)     •     Communicate effectively in various situations by various means     •     Recognize, understand, and appreciate contributions of the world's cultures     •     Use academic skills and technologies solve problems     •     Use leadership skills to develop positive relationships and work collaboratively     •     Demonstrate skills and habits necessary to lead healthy lives and contribute to society District Long-Range Goals Preston's long-range goals define the desired targets to be reached over an extended period of time. These long-range goals serve two purposes: 1) to meet locally determined student needs goals and 2) to address state and federal student accountability. Goal 3: All K-12 students will achieve at high levels in science, prepared for success beyond high school. (LRG3, MCGF3, AR6) The following indicators will measure district progress with Goal 3: 3a. Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the ITBS Science Test in grades 5 and 8 and the ITED Science Test in grade 11, including data disaggregated by subgroup. 3b. Percentage of students in grades 5, 8, and 10 who achieve at the proficient level or above on the SCASS assessment. Goal 4:      All K-12 students will use technology in developing proficiency in reading, mathematics, and science. (FTP1, MCGF3) The following indicators will measure district progress with Goal 4: 4a. The indicators identified for Goals 1, 2, and 3. 4b. Percentage of students at grade 8 who score at the proficient level or above on a locally developed technology assessment.
2008-2009 Current School Year Annual Goals: 281--IAC 12.8(3)(b)(4)	During the 2008-2009 school year, the percentage of Preston 8th grade students scoring in the proficient range (41st %ile or above) on the ITBS science assessment will increase.  In the 2007-2008 school year, 88% of 8th graders scored at this level.
Were the Annual Goals Met?	YES
Supporting Data to demonstrate that the district has or has not met its goal:	Our goal was during the 2008-2009 school year, the percentage of Preston 8th grade students scoring in the proficient range(41st %ile or above) on the ITBS science assessment will increase.  In the 2007-2008 school year, 88% of 8th graders scored at this level.  In 2008-2009, 95.5% of the eighth grade students scored in the proficient range on the ITBS science assessment.  This was a 7.5% increase over the 88% of eighth graders from the 2007-2008 science assessment, therefore the science goal was met.
If the District Did Not Meet its Goal 281--IAC 12.8(3)(b)(4) The plan to meet future goals includes the following:	(Not Required)
2009-2010 Next School Year Annual Goals: 281--IAC 12.8(3)(b)(4)	During the 2009-2010 school year, the percentage of Preston 8th grade students scoring in the proficient range (41st %ile or above) on the ITBS Science Subtest will increase.  In the 2008-2009 school year, 78.9% of 7th graders scored at this level.

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Chapter 12 Alternative Assessment - Reading

281--IAC 12.8(3)(a)(1)

PUBLIC
Complete this section if alternative assessment data were used to measure progress toward annual improvement goals for reading, mathematics, and science.

  YES   ITBS and/or the ITED are the only tests used to measure progress toward annual improvement goals in Reading .

The rest of this form will not display if YES is selected due to using only the ITBS and/or the ITED for measuring progress toward annual improvement goals.

If NO is selected, due to using Alternative Assessment(s), the following items will be displayed further below:

· Grade level(s) for which the annual improvement goal(s) has been established.

· The alternative district-wide assessments that were used to measure progress toward the annual improvement goals and the grade levels for which the goals were established.

Not currently using Alternative Assessment for Reading

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Chapter 12 Alternative Assessment - Math

281--IAC 12.8(3)(a)(1)

PUBLIC
Only NON-PUBLICS complete this section if alternative assessment data were used to measure progress toward annual improvement goals for reading, mathematics, and science.

  YES   ITBS and/or the ITED are the only tests used to measure progress toward annual improvement goals in Math .

The rest of this form will not display if YES is selected due to using only the ITBS and/or the ITED for measuring progress toward annual improvement goals.

If NO is selected, due to using Alternative Assessment(s), the following items will be displayed further below:

· Grade level(s) for which the annual improvement goal(s) has been established.

· The alternative district-wide assessments that were used to measure progress toward the annual improvement goals and the grade levels for which the goals were established.

Not currently using Alternative Assessment for Math

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Chapter 12 Alternative Assessment - Science

281--IAC 12.8(3)(a)(1)

PUBLIC
Only NON-PUBLICS complete this section if alternative assessment data were used to measure progress toward annual improvement goals for reading, mathematics, and science.

  YES   ITBS and/or the ITED are the only tests used to measure progress toward annual improvement goals in Science .

The rest of this form will not display if YES is selected due to using only the ITBS and/or the ITED for measuring progress toward annual improvement goals.

If NO is selected, due to using Alternative Assessment(s), the following items will be displayed further below:

· Grade level(s) for which the annual improvement goal(s) has been established.

· The alternative district-wide assessments that were used to measure progress toward the annual improvement goals and the grade levels for which the goals were established.

Not currently using Alternative Assessment for Science

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Chapter 12 Multiple Assessments

Assessment Selections   281--IAC 12.8(3)(b)(5)

PUBLIC

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

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

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

  List of All Available Assessments

Reading
Assessment Used:	Measures of Academic Progress (216)
Other Assessment: Name/description/comment about the other assessment, or N/A if whole grade sharing.	(No Other Assessment Data)
Explanation -- How did the students do on this test?	Our baseline was established by the first assessment of MAP or Measures of Academic Progress administered in the Spring of 2009.  We are in the process of taking our MAP tests in the fall of 2009 and again in spring of 2009 which will give us another good measure as an assessment of our students' progress in reading comprehension. Spring 2009 MAP Assessment Results in Median RIT Scores for Reading: Kind. 167 Median Rit Score 1st - 186 2nd - 197 3rd - 207 4th - 211 5th - 217 6th - 219 7th - 219 8th - 228 9th - 226 10th- 230 11th- 230

Math
Assessment Used:	Mid-Iowa 51 Consortium Alternatives (a.k.a. MIALT (Mid-Iowa Achievement Level Tests) customized NWEA) (219)
Other Assessment: Name/description/comment about the other assessment, or N/A if whole grade sharing.	(No Other Assessment Data)
Explanation -- How did the students do on this test?	Our baseline was established by the first assessment of MAP or Measures of Academic Progress administered in the Spring of 2009.  We are in the process of taking our MAP tests in the fall of 2009 and again in spring of 2009 which will give us another good measure as an assessment of our students' progress in Math. Spring 2009 MAP Assessment Results in Median RIT Scores in Math: Kind. 171 Median RIT Score 1st - 187  2nd - 198 3rd - 209 4th - 225 5th - 236 6th - 231 7th - 232 8th - 241 9th - 243 10th- 247 11th- 245

Science
Assessment Used:	PLAN (ACT product) (264)
Other Assessment: Name/description/comment about the other assessment, or N/A if whole grade sharing.	(No Other Assessment Data)
Explanation -- How did the students do on this test?	The 2008-2009 tenth graders took a PLAN science assessment during the 2008-2009 school year.  The average scores in science was 19. We are beginning to take MAP or Measures of Academic Progress assessments in Science this Fall of 2009 and will continue this practice in 4th, 8th, and 11th grade every spring and fall to follow the progress of our students in science.

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Chapter 12 Post-Secondary Data
Measure of Probable Post-Secondary Success   281--IAC 12.8(3)(a)(6) Percentage of high school students (any students in grades 9-12 who took ACT during the school year) achieving a score or status on a measure indicating probable post-secondary success.
List assessment used and cut score:	ACT, with cut score of 20
This measure is the measure used by the majority of students in the school, school district, or attendance center who plan to attend a post-secondary institution. If available, ACT data will be automatically provided. These data are from the last available Spring B.E.D.S.	16   Total number of students achieving a score or status on a measure indicating probable post-secondary success. If the measure used is the ACT, the cut score for probable post-secondary success is 20. (Number of students who took the ACT test with probable post-secondary success: 16. Iowa Testing information from Project EASIER BEDS table.)   29   Total number of students who took the test. (Number of students who took the ACT test: 29. Iowa Testing information from Project EASIER BEDS table.)   55.17%   Total percentage of students achieving a score or status on a measure indicating probable post-secondary success. The percentage is the number of students who took the ACT and scored 20 or higher, divided by the number of students who took the ACT.
Post-Secondary Education/Training Intentions   281--IAC 12.8(3)(a)(5)
All high school seniors who intend to pursue post-secondary education or training. PUBLIC These data are from the last available Spring B.E.D.S.	19   Total number of seniors who intend to pursue post-secondary education/training. (Number of seniors who declared post-secondary education intentions: 19. Data from Project EASIER BEDS table.)   21   Total number of seniors who have graduated. (Number of seniors: 21. Data from Project EASIER BEDS table.)   90.48%   Total percentage of seniors intending to pursue post-secondary education/training. The percentage is the number of seniors who intend to pursue post-secondary education/training, divided by the number of seniors.
Core Program Completers   281--IAC 12.8(3)(a)(7)
All high school graduates who completed a core program which includes four years of English/language arts and three or more years each of mathematics, science, and social studies.	21   Total number of high school graduates who completed a core program.   21   Total number of high school graduates.   100.00%   Total percentage of high school graduates who completed a core program. Percent arrived at by dividing the number of graduates who completed a core program by the total number of graduates.

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Chapter 12 Post-Secondary Dropout Data

Dropout Data   281--IAC 12.8(3)(a)(4)

Dropout means a school-age student who is served by a public school district, or accredited nonpublic school, and enrolled in any of grades seven through twelve and who does not attend school or withdraws from school for a reason other than death or transfer to another approved school or school district or has been expelled with no option to return.

IMPORTANT Dropout data lags by one school year for the purpose of the APR summary to be viewed by the general public. On this form, the dropout data are from the prior school year (2007-2008), while the APR itself is in the current school year (2008-2009).

Dropout Definitions
Students who satisfy one or more of the following conditions are considered dropouts:

1. Was enrolled in school at some time during the previous school year and was not enrolled by October 1 of the current school year or

2. Was not enrolled by October 1 of the previous school year although was expected to be enrolled sometime during the previous school year (i.e., not reported as a dropout the year before) and

3. Has not graduated from high school or completed a state or district-approved educational program; and

4. Does not meet any of the following exclusionary conditions:

a. transfer to another public school district, private school, or state or district-approved educational program,

b. temporary school-recognized absence due to suspension or illness,

c. or death.

5. A student who is in a program designed to earn a GED is considered a dropout.

All Dropouts 2007-2008	2   Total number of All Dropouts, grades 7-12.   155   Total number of All Students, grades 7-12.   1.29%   Total percentage of All Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
DROPOUT SUBGROUPS
Female 2007-2008	1   Total number of Female Dropouts, grades 7-12.   77   Total number of Female Students, grades 7-12.   1.30%   Total percentage of Female Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
Male 2007-2008	1   Total number of Male Dropouts, grades 7-12.   78   Total number of Male Students, grades 7-12.   1.28%   Total percentage of Male Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
White (not of Hispanic origin) 2007-2008	2   Total number of White (not of Hispanic origin) Dropouts, grades 7-12.   152   Total number of White (not of Hispanic origin) Students, grades 7-12.   1.32%   Total percentage of White (not of Hispanic origin) Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
Black (not of Hispanic origin) 2007-2008	0   Total number of Black (not of Hispanic origin) Dropouts, grades 7-12.   2   Total number of Black (not of Hispanic origin) Students, grades 7-12.   0.00%   Total percentage of Black (not of Hispanic origin) Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
Hispanic 2007-2008	0   Total number of Hispanic Dropouts, grades 7-12.   1   Total number of Hispanic Students, grades 7-12.   0.00%   Total percentage of Hispanic Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
American Indian or Alaskan Native 2007-2008	0   Total number of American Indian or Alaskan Native Dropouts, grades 7-12.   0   Total number of American Indian or Alaskan Native Students, grades 7-12.   0.00%   Total percentage of American Indian or Alaskan Native Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
Asian or Pacific Islander 2007-2008	0   Total number of Asian or Pacific Islander Dropouts, grades 7-12.   0   Total number of Asian or Pacific Islander Students, grades 7-12.   0.00%   Total percentage of Asian or Pacific Islander Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
Disabled/IEP 2007-2008	1   Total number of Disabled/IEP Dropouts, grades 7-12.   19   Total number of Disabled/IEP Students, grades 7-12.   5.26%   Total percentage of Disabled/IEP Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.
English Language Learners (ELL) 2007-2008	0   Total number of English Language Learners (ELL) Dropouts, grades 7-12.   0   Total number of English Language Learners (ELL) Students, grades 7-12.   0.00%   Total percentage of English Language Learners (ELL) Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.

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Additional State Requirements
Other Locally Determined Indicators   281--IAC 12.8(3)
These are additional indicators that impact student learning as determined by the local school or school district. N/A does not apply—every school district must report at least one additional locally determined indicator.	Research shows that students who attend school daily achieve more academically and develop skills necessary for future success. On the average, 96.6% of Preston students were in attendance each day. Here is our data on attendance:                                         2004-05          2005-06        2006-07        2007-2008          2008-2009                                          K-12               K-12             K-12             K-12                 K-12                                      (355 s's)      (336 s's)    (358 s's)        (313's)           (346 s's) More than 20 absences:      11                    10                 11                 6                  8 More than 10 tardies:        20                    29                 21                 27                 17 Discipline Referrals:        239                  230               319                 137             189 Expulsions:                           0                     0                  0                  0                  0 Suspensions:                       10                     8                  15               18                  18 Dropouts:                              1                     1                  0                  2                  0 Technology Progress The 8th grade technology assessment scores determined that 100% of our 8th graders are proficient with the 8th grade technology skills expected. The high school currently has 32 networked PCs in the computer lab and the high school media center has 30 networked computers. The elementary media center has 34 networked computers for student use in a lab setting. The district has one Windows 2000 server and one 2003 Windows server providing network services for all district computers. All teachers have one laptop or desktop for teacher use. The elementary and high school buildings each have LCD projectors and Mimio interactive whiteboard technology. The district has access to digital cameras, digital video recorders and scanners for multimedia projects. The district has three mobile labs for classroom use. 60 mini-notebooks at the Elementary and 24 in the Secondary both with wireless internet.

Progress with Early Intervention Goals   281--IAC 12.8(3)(a)(8) Early intervention goal(s) might be the same as a 4th grade reading or mathematics goals or can be reading and mathematics goals specific to K-3. Early intervention goal(s) might also be class size reduction goals.
Did the school districts accept Early Intervention funding?	YES
All school districts receiving Early Intervention block grant funds shall report progress with their early intervention goals.	Our district is very concerned that our students received the earliest possible interventions that are available. We have Guided Reading in conjunction with our reading series in our K-4 classrooms where students receive individualized instruction. The elementary has Title I (K-3) and Reading Recovery (1st grade). The Title/Reading teacher also uses the "Read Naturally" reading program which allows identified students (1-4th grades) to progress at their own speed using leveled reading passages. Our building assessments scores show the gains that K-3 have made:                                         Fall 07                         Spring 08               Fall 08                       Spring 09 K-(DIBELS-Phoneme Seg.  41                                     57                           29                               53 Fluency)                                         1st grade (CBMs)             37                                     89                           46                               85 2nd grade (CBMs)             87                                     126                         97                              134 3rd grade (CBMs)             109                                   145                       118                              152

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Athletic Eligibility Report for the Iowa State Board of Education
Assistance for Student Athletes
Check any of the following assistance mechanisms that your district provides for student athletes in grades 9-12.	Classroom teacher interventions Coach interventions Study hall/study table Tutors Parent involvement Classroom interventions Problem solving team Before/after school help Counseling services At-risk program Progress reports
Other
Describe any other student athletic eligibility standards or assistance mechanisms for your school district.	Preston Community School District is abiding by the Iowa Department of Education's new "Scholarship Rule", 36.15, adopted 3/2/06; effective 7/1/06.

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Assurances
Assurances -- Public ONLY
YES	The district has adopted the three achievement levels used by the Iowa Testing Programs, and the alternate achievement standards for the Iowa Alternate Assessment.
YES	The district has provided individual student achievement reports and grade level performance descriptors from the Iowa Tests to parents.
YES	The district has incorporated Core Content Reading Standards and Benchmarks corresponding to the Iowa Tests into their standards sets.
YES	The district has incorporated Core Content Math Standards and Benchmarks corresponding to the Iowa Tests into their standards sets.
YES	The district has incorporated Core Content Science Standards and Benchmarks corresponding to the Iowa Tests into their standards sets.
NO	The district has students that are English Language Learners (ELL).
YES	The district has adopted English Language Proficiency (ELP) standards for ELL students.
Assurances -- Public and Non-Public
YES	All information required for this APR has been or will be reported to the local community. Here is the date(s) the required content was or will be reported to the community: Between October 15 , 2009 and November 15, 2009

District Information

Authorized Agency

Preston Comm School District
121 S. Mitchell St
Preston, Iowa 52069
AEA: AEA 9 Mississippi Bend (district filed under aea control code 9209)

Primary APR Contact

Name:*	Dianne Anderson
Title:*	Superintendent
Telephone:*	563 - 689 - 3431  Extension: 2113
FAX:*	563 - 689 - 5823
Email:*	Click, below, to email contact: danderson@preston.k12.ia.us