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South Tama School Board Reviews State Report Card

Looks to adding to gains made in 2015-16

February 16, 2017
By Joyce Wiese - News-Herald Correspondent , Toledo Chronicle, Tama News-Herald

South Tama School Board members reviewed the recently released Iowa Schools Report Card during a work session on Monday, Feb. 6

South Tama is seen on a steady improvement cycle, but still has improvements to be made to be to the place they want to be, officials said.

Cultural competency definitions were discussed. This included cultural destructiveness, cultural incapacity, cultural blindness, cultural pre-competence, cultural competence and cultural proficiency.

Article Photos

South Tama School Board- seated- Michelle Yuska, president and Mark McFate, vice president.. (Standing, l-r) Jackie Dvorak, Alan Kline and Penny Tyynismaa.
-South Tama Schools photo

A series in The Chronicle and News-Herald recently presented analysis of the Report Card. It showed all three schools are in what is termed the acceptable range. The elementary school successfully advanced from a previous "needs improvement" status in the previous years report.

A film was shown on the School Report Card showing where the high school, middle school and elementary stand with state requirements for improvements.

Goals For 2016-17

Goals the board has for the 2016-17 year are improving student achievement, particularly in math and reading, improving the rigor at the High School to prepare students for their next step after graduation, increasing school board and student involvement at the committee level in t he district and continuing to improve internal and external communication emphasizing transparency.

Cultural competency definitions were discussed. This included cultural destructiveness, cultural incapacity, cultural blindness, cultural pre-competence, cultural competence and cultural proficiency.

Tuition Reimbursements

Also under study Monday were tuition reimbursements which were looked at for the term 2015-16 were $1,000 amounts paid to Steve Bearden, Alisha Carr, Heather Garrett, Dawn Henley, Teresa Hofer, Levi Hunerdosse, Rick Meisner, Ellen Moran, Dustin Peska, Ashley Raue, Megan Rosenberger, Amy Stewart, Janelle Unkrich and Lis Weitzell. Bradley, Carr and Peska were Lane Advancements. Garrett, Hofer and Hunerdosse were working on Masters Degrees.

The 2016 -17 year included Laurie Baack, Alisha Carr, Levi Hunerdosse, Dustin Peska, Janelle Unkrich, Liz Weitzell and Michelle Wiegand.

Modifications Expected

The South Tama non-compliance working document states under administrative requirements the annual notice must contain CTE language. Designation of Coordinators shows official designation of Equity, Title 1X and 504 coordinators, board approved, and reviewing the district policy on Bullying/Harassment. Board policy 502.11 does not identify level 1 or level 2 staff or processes. Appendix A to policy 502.11 is not included in student handbooks, does refer complaints to notify a teacher, counselor or the principal. The district will need to review policy and procedures to ensure they align with the information provided to students and parents.

There is no evidence provided that ensures students with hearing impairments benefit from counseling services: policy must be created and implemented;

The following procedures must be put into place and practiced on a yearly basis; the collection and study of attendance center, program and course enrollment data disaggregated by sex, race, color, national origin and disability for the last three years; a description of how these data are collected and used ,with what frequency, by whom, and for what purposes.

The collection and summary of attendance center, program and course enrollment-related trends noted over the past three years; a summary of steps taken to increase participation in programs where disproportion is found must be included in this process; a board approved policy governing student pregnancy and parental status must be put into place.

It was noted there is potential violations for services for students with disabilities such as disciplinary practices for students with Behavioral plans may not be followed with fidelity. Maybe a communication problem. Denial of special education in the art room, 504 students not receiving services.



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