2016State of the District

The Davenport Community Schools is an extraordinarily dynamic institution, filled with amazing student successes as well as great challenges. We are known for comprehensive instructional design, career exploration, expansive extracurricular experiences, 21st century learning environments, and a caring staff with innovative leadership.

These strengths produce amazing results. Our students accomplish great things on the local, state, national, and even international stage, many of which are detailed in this annual State of the District report. Achievement scores and other measures of success have improved dramatically over the past 5 years, but we’re not satisfied with progress over just the long-term. We believe EVERY child can learn and reach their full potential, and that we should see growth among our students every year.

Toward this end, the school board and district leadership are calling for a renewed focus on the basics of strong instructional practices and meaningful assessment tools, while providing multi-tiered student supports and high expectations for behavior in our classrooms and schools. A comprehensive Teaching and Learning Plan that supports these ideals will guide our work over the next several years, but we can’t do it alone. Broad community and family support is vital to our mission: to enhance each student’s abilities by providing a quality education enriched by our diverse community.

Thank you for your ongoing interest in and support of our schools and programs. I hope you enjoy and will share this publication and celebrate with us some of the remarkable results that make the Davenport Community Schools a District of Distinction.

Comprehensive Instructional Design In Davenport Community Schools, education is tailored to meet the needs of and inspire each student. Quality educational experiences provide the fundamentals while exploring innovative teaching methods from early childhood education to graduation and beyond.

Early Childhood programs serve students ages three through five in our Children’s Village full-day or two-hour programs staffed by teachers certified in early childhood education. The district collaborates with over 25 community partners, including Davenport Diocesan schools, with training, curriculum support, and evaluation to serve over a thousand four-year-olds across the community.

Elementary School content is driven by a comprehensive approach to reading and math instruction. Language Essentials provide explicit diagnostic tools and strategies to address deficits. Students explore their abilities and their world through problem-based and experiential learning, offered during core day, after school, and in the summer. The district offers a summer Reading Academy, credit recovery programs, and the Stepping Stones collaboration with ISU Extension and Davenport Parks and Recreation, providing award-winning afterschool and summer enrichment.

Intermediate Level provides more independence and leadership opportunities for students with the introduction of specialized programs like Advancement Via Individual Determination (AVID) and new extracurricular opportunities, student government, and after school robotics clubs, all with the goal of expanding skills in decision-making, self-reflection, and team work. The Creative Arts Academy offers a rigorous arts-integrated curriculum and intensive, project-based activities that develop 21st century skills.

High School students can pick their school to select offerings based on their skills and interests. High schools offer a mix of core coursework, liberal arts, and technical classes, each school with diverse experiences and distinct

identities. Full-time Talented and Gifted teachers at each traditional high school foster the abilities of high-achieving students with challenging, project-based learning. 15 AP and 58 dual credit courses also allow students to earn college credit at no cost.

This comprehensive instructional design results in incredible academic accomplishments by the students of the Davenport Community Schools, culminating in the high school years:• Central’s Graham Atkinson and Anthony Vieger were Semifinalists in the National Merit Scholar Program, recognizing academically talented seniors. • 100% of West’s Advanced Placement Spanish class earned a 3 or higher on the 2015 exam. At North High, 100% of AP Biology students and Honors Calculus class passed their AP exam. • Central’s Amen Gabre won 1st place in the Iowa Center for the Book’s “Letters About Literature” contest, chosen as the winning essay for Iowa high schoolers from 1900 submissions. • Central’s Mickey Sloat qualified for both the state and national-level National History Day competition for 5 years in a row, travelling again to Washington, D.C. to compete.

Career Exploration College and career readiness is integrated at all levels in the Davenport Community Schools, with Davenport high schools offering award-winning programming to prepare graduates for college, career, and citizenry. • The new Davenport Digital Innovators course challenges students to solve a real world problem through a computer application. Student Built Homes, ProStart culinary arts, and other career readiness programs give students hands-on career experiences.• Students attended a new International Business Summer Academy in partnership with Saint Ambrose University’s College of Business, visiting international businesses across

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the region and learning about the opportunities and challenges of working in the global economy.• The Creative Arts Academy of the Quad Cities prepares students for exciting career paths in the arts and in the broader 21st century skills of communication, collaboration, critical thinking, and creativity.• The Accelerated Associate Degree Program at North High is a partnership with Scott Community College, offering college-level classes resulting in a certified associate degree at no cost to families.• The INSPIRE Academy at West High features career academies providing students real-world learning experiences to prepare them for success in college and career, including a rigorous capstone experience that challenges teams to solve a real-world problem through technology.

These and many other offerings in the Davenport Community Schools have received broad recognition and provided students opportunities to compete among the best in the nation:• West received a Governor’s STEM Advisory Council grant, one of only 12 statewide, to create a model business partnership to immerse high schoolers in the business environment and explore manufacturing careers. • The ProStart management team won 1st place with their original restaurant concept in the 2016 Iowa ProStart Invitational in Des Moines, advancing to nationals. • Central’s computer science team The Source Code won 1st place in the Hawkeye Challenge Programming Competition at the University of Iowa. • Sudlow Intermediate competed against 19 high schools in the FIRST Tech Challenge robotics competition. The lone intermediate school, Sudlow placed 5th in the field of 20.• Central’s Travis Stanger and Logan Van Itallie each got a perfect score at the Microsoft Office Specialist Iowa State Championship Fall Qualifiers, advancing to nationals where Travis ranked 3rd in the nation.

2016 STATE OF THE DISTRICT

Expansive Extracurricular ExperiencesOur schools are known for extraordinary extracurriculars, leadership opportunities, and a high degree of participation inathletics. The Davenport Schools Foundation’s “Great Minds”enrichment program offers hands-on learning for all students. With an extraordinary variety of clubs and extracurriculars,21 team sports serving over 1,800 students, and over 250 course offerings, we provide engaging content for all students’ interests. Talented and Gifted programming and renowned arts and cultural exchange broaden students’ horizons, fostering curiosity and lifelong learning. These offerings have resulted in tremendous successes:

Leadership• Central’s Lindsay Larkin and Stefani Metzger served as Student Pages in the Iowa General Assembly. Of hundreds of applicants, Lindsay was 1 of 12 students selected as Senate Page. Stefani was 1 of 20 selected as House Page.• Mid City students authored a funding equality bill adopted by the Iowa Youth Congress, advancing in the 10th annual General Assembly of the IYC and on to the state legislature.• North and Mid City student board members ran for full board seats. Though neither were elected, both considered it an extraordinary leadership experience.• Davenport Digital Innovators had their own “Shark Tank” moment, presenting their own computer applications to area CEOs and business leaders. • Central’s Justin Ruefer was a National Youth Correspondentfor the Washington D.C. Journalism and Media Conference, meeting prominent journalists and attending a press briefing with the Deputy White House Press Secretary.• West’s Wylie Halferty was selected to the World Schools Debate Team for East Iowa at Nationals.• Central’s Mickey Sloat was one of 15 finalists for Herbert Hoover Uncommon Student for using theatre to help elementary students with confidence and public speaking.• Central’s Lexi Sweeney received a President’s Volunteer Service Award by the Prudential Spirit of Community Awards on behalf of President Barack Obama.

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Athletics• West’s Savannah Roseman made the 2016 Iowa State Dance Team. Four Central High Blue Illusion Dance team members were named to the All-Iowa Honor Dance Team. • Central’s freshman boys basketball team was named MAC champs, finishing their conference season 14-2. • West’s Taylor Carstens and Alison Wheeler, and Central’s Lexi Sweeney, were named School Winners for the Wendy’s High School Heisman Award for their achievements in the classroom, on the field, and in the community. • Central’s Cederick Thomas and Jaylin Buckley earned a national Paul Murphy Title Belt in Georgia. Cedrick also won the men’s Iowa Golden Gloves tournament, advancing to Nationals.• Participants in our Marine Corps JROTC program, one of only two MCJROTC programs in the state, took 1st place overall in Des Moines for drill, shooting, and physical fitness.

Arts and Culture• Creative Arts Academy offered its first summer workshop series, serving over 100 students from across the region.• Central’s Billie Currier, Karlie Westmoreland, and Simeon Ray had photos accepted into the Photographic Society of America Youth Showcase. • Wood was the only Iowa school in Music In The Parks at SixFlags Great America, earning a school-record 7 trophies: 5 first place, 2 second place, and the prestigious Esprit d’ Corps. • Central’s Becca Frederick was named Best in Center at theIowa High School Music Association Solo/Ensemble Contest.• West’s and Central’s annual Great River show choir event was crowned Best Regional Competition in the nation for the third year in a row at the 2016 Fame Aspire Awards.• Students earned 38 awards at the 2016 Scholastic Art and Writing Awards, with five works advancing to nationals where Issac Vasquez won the American Visions Award.• North’s Nik LaMaack was one of only seven students statewide elected to the Iowa Thespian Board and will serve throughout the year as a Student Thespian Officer.

THE STUDENT EXPERIENCE

Staff and Teacher Awards:• Central’s Lt. Colonel (Retired) Joe Moralez was honored in Des Moines with the Excellence in Mentoring Award for innovation, impact, and commitment in his role in JROTC.• Coach of the Year recognitions include West’s Brian Heller for Girls’ MAC Swimming, North’s Cory Wachal for 2015 District Baseball, and North’s Ron O’Brien for 2015 Class 5A Girls Basketball.• Sudlow’s Melanie Adams was named Master Teacher in Green Architecture and trainer for Project Lead the Way. • Creative Arts Academy’s Clint Balsar was named “Outstanding Educator” through Quad City Arts and was one of ten finalists in the Worldwide Photo Walk Leader Competition, one of only two from the United States.• Smart’s Daniele Busher and Garfield’s Janelle Weinstein became National Board Certified, the “Gold Standard” in education earned by only 3 to 4% of teachers nation-wide.

21st Century Learning EnvironmentsQuality instruction and comprehensive education services require state-of-the-art facilities and technology. Professionally led Long Range Facilities Planning promotes excellence in the learning environment, with a $125 million investment in facilities and $25 million in technology over a decade. District-wide interactive technology reached 1:1 status this fall with an individual computer for each student district-wide. Other infrastructure and technology milestones reached this past year include:

• Mid City expanded its award-winning facility with a 12,000 square foot addition, including a new gym, state of the art vocational workshops, and classrooms.• Brady Street Athletic Complex received eight new tennis courts, a new ticket booth, an entrance with improved ADA access, a new press box, and dugouts for the softball field.• Central started construction on a new 900-seat auditorium, an 8-lane competition swimming pool with spectator seating, and additional parking.• Interactive white boards and Chromebooks are standardin all K-5 classrooms. Video conferencing in every classroom connects Davenport students with the world. Students in the GAP program receive take-home tablets, helping to overcome the “digital divide.”• Buffalo’s new STEAM Lab, supported by Scott County Regional Authority, the Governor’s STEM Advisory Council, and corporate sponsors, integrates the Arts into Science, Technology, Engineering, and Math. • A new Visitor Management System automates visitor check-in and check-out procedures with tools to further ensure student and staff safety and expanded volunteer screening tools.

Caring Staff and Innovative LeadershipThe heart of the Davenport Community Schools is the teaching and learning that occurs every day in our classrooms. The success of classroom teachers is fostered by a supportive building climate, a district-wide support system ensuring high quality instruction and responsive student interventions. Principals serve as instructional leaders, and curriculum specialists provide professional development and ensure implementation of curriculum.

The Teacher Leadership program creates a culture where teachers work collectively to analyze and improve their instructional practice through peer observation and collaboration. This work is supported by a committed and innovative school board and administration that ensures classroom and school leaders have resources, including continuing the fight to address inequality in state funding and challenge state-imposed spending limits.

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1. North’s girls basketball team completed a historic season with 15-1 conference record, winning their first MAC Championship and qualifying for state.

2. Davenport is one of only two Iowa districts named Best Community for Music Education by National Association of Music Merchants.

7. West’s Combustible Lemons robotics team qualified for their 3rd straight Super Regional tournament and traveled to Kenya to teach hundreds of youth about STEM.

14. Central’s Gail Heninger was in the top fivefor 2016 Iowa Teacher of the Year Award, with Wood’s Andy Tadlock also recognized.

10. West competed in the 2016 Destination Imagination State Tournament, finishing 2nd and 3rd in the Close Encounters Challenge.

11. Northside Establishment, North’s varsity show choir, claimed their 9th consecutive Grand Champion title at the Fort Madison Stars In The Spotlight event.

20. Central’s Emily Delleman took gold and bronze at Jr. World Rowing Championships, set new U.S. record at CRASH-B Sprints World Championships, and signed with Stanford University.

18. Mid City received a Silver Citation award in the American School and University 2015 Educational Interiors Showcase.

13. West’s Katie Melville won Congressman Loebsak’s art contest with photograph titled The Light at the End of the Tunnel.

15. North’s Boys Bowling team earned their 5th trip to the state tournament in 6 years.

4. North’s PJ Hilligoss and Kelsi Massengale performed in London, England as All-Americans for Dance and Cheer.

12. Creative Arts Academy student Reilly Moeller won the Village in Bloom sculpture competition with her artwork, A Mother’s Love.

17. Three members of West’s Speech and Debate Team qualified for and competed in the National Tournament.

19. North swimmer Brennan Bladel was a 4-time state qualifier and all-conference performer, and signed with Western Illinois University.

16. Central’s Marching Blue Devils placed 12th in their class at the Bands of America Grand National Championships.

6. Marine Corps JROTC placed 3rd in the Region Three physical fitness test, and five Army cadets qualified for State Junior Olympic Shooting and Marksmanship Competition.

8. Davenport was honored among 12 Iowa districts on College Board’s 5th Annual Advanced Placement District Honor Roll for access to AP coursework and percentage of students earning AP scores of 3 or higher.

5. West’s Katelyn Cox won 1st place and Courtney Schaeffer 3rd place in Iowa Duck Stamp art contest.

Davenport students compete and contribute across the state, the nation... and the world!Please celebrate and post these 2016 accomplishments submitted by the staff, students, parents, and ambassadors of the Davenport Community Schools.

2016 DISTRICT OF DISTINCTIONTop 20 moments in the Davenport Community Schools

3. Central’s Graham Atkinson ranks in top .1% in nation with perfect 36 on the ACT.

9. Central’s Lorraine Pereira received 2016 Dooley Scholarship and will attend University of California-Berkeley majoring in Public Health.

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Emily Delleman, left

©Louis Brems/Quad-City Times/Quad-City Times via ZUMA Wire

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Achievement in the Davenport Community Schools over the past 5 years shows tremendous growth, in particular in foundational skills at the elementary and intermediate level. Student growth in both reading and math has increased in grades K-8 across the 5 year trend at every school in the district, some as much as 20-30%:

District reading leaders attribute the growth to a more sophisticated approach to intervention among struggling learners that focuses on foundational skills. Interventions include: • 95% Group strategies that give teachers explicit tools to address students’ deficits• Language Essentials training that helps tailor these strategies based on individual student needs• Reading Interventionists and specialized staff working with targeted students in small group and one-on-one settings and summer reading instruction• Support for classroom teachers with Reading Instructional Coaches and teacher modelling through the new Teacher Leadership program

Math leaders also attribute the growth over the 5 year trend to strong Professional Development for teachers, in particular the 2013 rise in achievement at the middle school level, when teachers met in grade level teams for training on math strategies.

Curriculum leaders are looking toward the future with a new math curriculum implemented this past year called Envision. Though scores showed the initial dip that is expected with any new curriculum, expanded training will bring deeper implementation and increased student success. In reading, the focus on fundamentals will take a next step. With over 90% average on accuracy currently in grades 1st through 5th district-wide, classroom instruction will begin the shift to fluency strategies and, ultimately, on tocomprehension and vocabulary development. This continuum supports students through the secondary transition and the more rigorous coursework of the upper grades.

High school achievement is measured through Iowa Assessments, National Clearinghouse data, advanced Level Coursework, and the ACT, or American College Testing. High school achievement continues to grow, particularly as reflected on the ACT. All three traditional high schools had 5 year highs in ACT composite scores with all schools exceeding the national score.

The district exceeded national average in all four ACT subject matters, including:• College English Comp • College Algebra• College Social Science• College Biology

Other measures of success in our high schools include:• Dropout rate went from 5.89% to 3.9%• 4 year graduation rate held steady• 5 year graduation rate increased from 83.23 to 85.9

STUDENT ACHIEVEMENT

3rd grade math growth data not available in 2016

3rd grade reading growth data not available in 2016

Academic Achievement in the Davenport Community Schools

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Renewed Focus on Fundamentals

This past summer the Davenport Community Schools adopted a new Teaching and Learning Plan that creates four pillars that are core elements of student success:

• Core Instructional Practice• Standards-Based Assessment and Reporting• Multi-Tiered System of Support for struggling learners• The Davenport Way, setting behavior expectations and support for classroom management

This Teaching and Learning Plan gets “back to basics” on effective instruction and student supports to allow school and district leaders to reinforce and invest in best practice in Davenport classrooms. 0.0%

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High School Dropout Rate

Davenport Community Schools is lowering its high school student dropout rate. The rate reflects the percentage of students in grades 9-12 who drop out of school during a single year, which has decreased the past 5 years through an integrated family support system.

Though trend line data across the long run is strong for all grade levels, last year achievement levelled off in the district. Among all the efforts already in place, district leaders are committed to a renewed focus and strategy to heighten urgency around the basics of teaching and learning.

Accuracy Fluency Comprehension

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• Worked collaboratively on Project Aware and Gear Up Grants, creating access for families and students to mental health services and postsecondary career/college information.• Provided financial and referral support to 115 students to receive mental health services that were previously unable to afford it/obtain it.• Provided Trauma Informed Care training, Youth Mental Health Training to 155 staff and community members, and trained seven DCSD staff as official Youth Mental Health First Aid Facilitators.• Developed collaborative Suicide Prevention and Intervention Protocol for Scott County Schools and youth service organizations.• Worked with the School Board to develop best practices for supporting transgender students.• Identified and served nearly 300 students experiencing homelessness.

For some students, a specialized learning environment is needed. The Davenport Way also includes intervention programs and alternative settings, including:• Credit Recovery programs provide computer-based instruction and supportive staff to assist students in attaininghigh school credit during the school year and over the summer in targeted deficit areas.• School-Within-A-School and Diversion programs allow potentially disruptive students to remain in their school but learn in a smaller class size with more structured activities and behavior expectations.• Keystone Academy opened in the Fall of 2014 and serves 250 students with a variety of emotional and behavioral needs with the goal of returning students to the traditional school setting.

Family and Community EngagementThe Teaching and Learning Plan incorporates the science of learning while addressing the need for emotional and behavioral supports for students. With achievement scores levelling out, district administrators recognize that they can’t

scales, and writing common assessments. The process leads to a clear understanding of what teachers will teach and what students will know and be able to demonstrate. A clearly articulated curriculum allows teachers to accurately and reliably monitor, provide feedback to students, and communicate student progress.

The Davenport WayThe Davenport Community Schools also supports its teachers and students with The Davenport Way Behavior Support System. The Davenport Way is a district-wide approach that offers a variety of resources, strategies, structures, and practices to support student achievement with a focus on setting clear expectations and improving student behavior. This year, under the Davenport Way initiative, the district:• Began training and supporting 21 buildings, preschool – 12th grade, in Positive Behavior Interventions and Supports (PBIS) and continued district-wide training in Boys Town School-Wide Classroom Management protocols.• Expanded program coaches for behavior, life skills, and early childhood, and expanded behavior and life skills programs.

The Davenport Community Schools Teaching and Learning PlanDeveloped in the Spring of 2016, the Davenport Community Schools Teaching and Learning Plan serves as a framework for best practices in education and classroom management.The framework includes four elements under which the work of our schools are organized. These four pillars include:• Instructional Practices• Multi-Tiered System of Support• Standards-Based Assessment and Reporting• The Davenport Way

Instructional PracticesThe category Instructional Practices focuses on teachers’ growth and development through research-based best practices and integrated technology resources. Teachers have a structured network of support through meaningful teacher relationships, including the Teacher Leadership Program, which promote collaboration, reflection, and growth of shared instructional practices. This pillar ensures that instruction in all Davenport classrooms is targeted and tailored to student needs while being innovative and engaging to all learners.

Multi-Tiered System of Support for Students (MTSS)This process includes engaging a school’s staff in a collective process which will guarantee every student receives time and support to meet their academic and behavior needs. Collaborative teams identify essential knowledge and skills that all students must master, analyze targeted evidence to determine specific learning needs of students, and plan for interventions and extended learning to support essential learning standards.

Standards-Based Assessment and Reporting (SBAR) Standards based assessment and reporting allows an educational system to have a clearly articulated K-12 curriculum and to understand the extent to which students are mastering subject matter. This system is built through the process of prioritizing standards, creating proficiency

do it alone… we must rely on families and community to make education a top priority for youth. Family engagement, collaboration with community agencies and neighbors, volunteerism in schools, support from funders, and the role of community leaders in supporting public schools… all are critical to student success. Some notable family and community collaborations include: • In the Superintendent’s Community Liaison program, citizens act as a bridge to the school for disenfranchised youth and families, serving as advocate and facilitator to keep families engaged in the education of their child. • Achievement Gap Action Plan identifies students for intensive behavior, attendance, and academic interventions, exploring systemic issues like cultural competency of staff, curriculum, kindergarten readiness, and family supports.• The Graduation Alliance Program serves students who have previously dropped out with specialized community-based coaching and credit recovery services.• Agency partnerships are led by the Network of Community Schools Partnerships, representing parents, community members, and nearly 40 youth service organizations.• A new Community Schools model in several schools integrates family supports, afterschool programs, health services, and more.• Collaboration with the City of Davenport expands student resources including free CitiBus services. A partnership with Parks and Rec’s AmeriCorps program provides additional student supports. Davenport Reads, a joint project sponsored by the City, school district, and Eastern Iowa Community Colleges, offers reading resources across the community.• The work of the Davenport School Board is guided by two student-centered priorities: enhancing a positive school climate and reducing the impact of poverty on student achievement. The Board leads a community Poverty Committee that identifies and addresses barriers to learning.

TEACHING AND LEARNING

LOOK INSIDE THIS STATE OF THE DISTRICT REPORT TO FIND OUT MORE!

Our Mission: To enhance each student’s abilities by providing a quality education enriched by our diverse community.

Davenport Community Schools2016 State of the District

This publication is made possible through the many ambassadors who document and share great news about the staff and students of Davenport Community Schools. Join the Ambassadors Program by calling the Davenport Community Schools Welcome Center at (563) 336-5018.Visit our web site at www.davenportschools.org and subscribe to our weekly Highlights e-newsletter.

It is the policy of the Davenport Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status

(for programs) in its educational programs and it’s employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact the district’s Equity Coordinator:

Dr. Erica Goldstone, Director of Equity & Diversity, 1606 Brady Street, Davenport, Iowa 52803; Phone: 563-336-3812.

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DID YOU KNOW…

... our students involved in leadership, athletics, and arts and culture opportunities and competitions receive honors and awards from throughout the nation? Page 4... many of our teachers and staff are recognized at the state and national level? Page 5... the district is considered 1:1 in mobile technology with a device for each student? Page 5... Davenport students exceed the national average in all four ACT subject matters? Page 9... our schools are recognized for advanced coursework and college readiness while continuing to decrease the dropout rate? Page 9