ILLINOIS SCHOOL REPORT CARD

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1 Westbrook Elementary Glenview CCSD 34 Glenview, ILLINOIS GRADES : PK K Westbrook Elementary ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards to the public each year. Starting in 9, charter school information is included in district statistics. STUDENTS RACIAL/ETHNIC BACKGROUND AND OTHER INFORMATION /Pacific Islander Low- Income Limited- English- Proficient IEP High Sch. Dropout Chronic Truancy Mobility Attendance Total Enrollment ,9,66,69 Low-income students come from families receiving public aid; live in institutions for neglected or delinquent children; are supported in foster homes public funds; or are eligible to receive free or reduced-price lunches. IEP Students are those students eligible to receive special education services. Limited-English-proficient students are those students eligible for transitional bilingual programs. Mobility rate is based on the number of times students enroll in or leave a school during the school year. Chronic truants are students who are absent from school out valid cause for 8 or more of the last 8 school days. Total Enrollment is based on Home. INSTRUCTIONAL SETTING PARENTAL CONTACT* STUDENT-TO-STAFF RATIOS Pupil- Pupil- Teacher Teacher Elementary Secondary Pupil- Certified Staff Pupil- Administrator * Parental contact includes parent-teacher conferences, parental visits to school, school visits to home, telephone conversations, and written correspondence. AVERAGE CLASS SIZE (as of the first school day in May) Grades K TEACHER INFORMATION (Full-Time Equivalents) / Pacific Unknown Total Number ,83

2 Westbrook Elementary TEACHER INFORMATION ( Continued ) Average Teaching Experience (Years) Teachers Bachelor's Degrees Teachers Master's & Above Teachers Emergency or Provisional Credentials Classes Not Taught by Highly Qualified Teachers Some teacher/administrator data are not collected at the school level. SCHOOL DISTRICT FINANCES TEACHER/ADMINISTRATOR SALARIES (Full-Time Equivalents) $, $6, $, $48,738 $,87 Salaries and counts of staff are summed across a district based on the percentage of time that each individual is employed as a teacher or an administrator and may or may not reflect the actual paid salaries for the district. $8, $66,69 $66,64 $4, $ Average Teacher Salary Average Administrator Salary EXPENDITURE BY FUNCTION - (ages) Instruction General Administration Supporting Services Other Expenditures

3 Westbrook Elementary 3 REVENUE BY SOURCE - % % EXPENDITURE BY FUND - % % Local Property Taxes Other Local Funding General Aid Other Funding Federal Funding $53,47,67 $,697,36 $,854,33 $4,,9 $3,43, Education Operations & Maintenance Transportation Debt Service Tort Municipal Retirement/ Social Security Fire Prevention & Safety Capital Projects $5,45,73 $4,737,7 $3,45,759 $3,499,84 $389,8 $,76,683 $,8,34 $ TOTAL $65,5,653 TOTAL $66,986,853 OTHER FINANCIAL INDICATORS 9 Equalized Assessed Valuation per Pupil 9 Total Tax per $ $558, ** ** - Instructional Expenditure per Pupil $8,66 $6,84 - Operating Expenditure per Pupil $3,578 $,664 ** Due to the way Illinois school districts are configured, state averages for equalized assessed valuation per pupil and total school tax rate per $ are not provided. Equalized assessed valuation includes all computed property values upon which a district's local tax rate is calculated. Total school tax rate is a district's total tax rate as it appears on local property tax bills. Instructional expenditure per pupil includes the direct costs of teaching pupils or the interaction between teachers and pupils. Operating expenditure per pupil includes the gross operating cost of a school district excluding summer school, adult education, bond principal retired, and capital expenditures. PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR READING Gender Racial/Ethnic Background /Pacific Migrant Students 3,55.,654.,6., ,7, , , ,9.3 9, , , ,77.6 9, , ,3.9 53,57.5 * Enrollment as reported during the testing windows for grades 3-8 and. Number of Students who have attended schools in the U.S. for less than months and are not assessed on the 's reading/language arts test:

4 Westbrook Elementary 4 PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR MATHEMATICS Gender Racial/Ethnic Background /Pacific Migrant Students 3,68.,66.,67., ,73, , , , ,64.7 5,3.4 45, ,8.5 9, , , ,4.5 * Enrollment as reported during the testing windows for grades 3-8 and. PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR SCIENCE Gender Racial/Ethnic Background /Pacific Migrant Students Science Science, Science 456,7.7 3,99.8 3, ,9.5 8,78.4 3, , ,359.9,54.7 5, ,94.6 7,988. * Enrollment as reported during the testing windows for grades 4, 7, and.

5 Westbrook Elementary 5 ADEQUATE YEARLY PROGRESS () STATUS REPORT Is this school making Adequate Yearly Progress ()? Has this school been identified for Improvement according to the specifications of the federal No Child Left Behind Act? No Is this school making in? -3 Federal Improvement Status Is this school making in? -3 Improvement Status Tested on Tests Meeting/Exceeding Standards * Safe Safe % Met % Met % Harbor Met % Harbor Met % Target ** Target ** Attendance Other Indicators Met 5-YEAR Graduation % Met Minimum Target / Pacific Islander Students Four Conditions Are Required For Making Adequate Yearly Progress ():. At least 95% tested in reading and mathematics for every student group. If the current year participation rate is less than 95%, this condition may be met if the average of the current and preceding year rates is at least 95%, or if the average of the current and two preceding years is at least 95%. Only actual participation rates are printed. If the participation rate printed is less than 95% and yet this school makes, it means that the 95% condition was met by averaging.. At least 85% meeting/exceeding standards in reading and mathematics for every group. For any group less than 85% meeting/exceeding standards, a 95% confidence interval was applied. Subgroups may meet this condition through Safe Harbor provisions. *** 3. At least 9% attendance rate for non-high schools and at least 8% graduation rate for high schools. * Includes only students enrolled as of 5//. ** Safe Harbor Targets of 85% or above are not printed. *** Subgroups fewer than 45 students are not reported. Safe Harbor only applies to subgroups of 45 or more. In order for Safe Harbor to apply, a subgroup must decrease by % the percentage of scores that did not meet state standards from the previous year plus meet the other indicators (attendance rate for non-high schools and graduation rate for high schools) for the subgroup. For subgroups that do not meet their Safe Harbor Targets, a 75% confidence interval is applied. Safe Harbor allows schools an alternate method to meet subgroup minimum targets on achievement.

6 SMART GOAL The Goal is to: Implement the Tier Guide and Support Team model Writing fidelity in order to improve student learning. (SMART Goals identified and measured by teams to be included in our SIP summary report.) Westbrook : SIP SMART Goal Template INDICATORS Collaboration Teams establish SMART goals. Teams design common formative assessments to measure student learning. The Tier Support Team provides measurable support to teams related to clarifying process and professional development. MEASURES Team-written SMART goals based on analysis of student performance data. At least 3 team-written common formative assessments created. Record services provided by Tier Support Team related to implementation of the Tier Support Guide. End-of-the year assessment to determine success of Tier Support Team s services. TARGETS What s good enough for What we mean what it Tools we will use to now? What will we shoot SMART looks like INDICATORS to determine MEASURES where we are now TARGETS METHODS for in the future? How far GOAL d as a result and whether we are improving First can SMART we go? goal identified at first collaboration meeting. Other (at least additional) SMART goals established over the course of the school year. First common formative assessment written at nd collaboration meeting. Other (at least additional) common formative assessments established over the course of the school year. Record of services Satisfaction/effectiveness rate of 8%. What will we do to achieve the goal? PLC teams identify Tier Support Team representative. Tier Support Team outlines Pacing Guide for team work related to the Tier Guide. Tier Support Team meets twice per month to clarify process and identify staff professional development needs. Specific Measurable Attainable/Aligned Results-Oriented Time bound

7 Westbrook Improvement Plan -3 The Westbrook Improvement Planning Team facilitated the development of the -3 Improvement Plan through collaboration colleagues and reflection on current 34 initiatives. The Westbrook staff participates in a continuous improvement process to increase student achievement by addressing four questions: What are the essential outcomes for student learning? How will we know when students have mastered these outcomes? How will we respond when students do not learn? How will we respond when students have already mastered the outcomes? This year, 34 will implement a systemic collaborative support system for the improvement of student learning. The support system will include a guide for collaboration as well as a support team comprised of colleagues who represent each Collaboration Team. Our goal as a school is to implement the Tier Collaboration Guide and Tier Support Team model fidelity in order to address student achievement goals established by each Collaboration Team. These goals, as well as a record of student learning, will be included in our -3 SIP Summary Report. Goal: Implement the Tier Guide and Support Team model fidelity in order to improve student learning. Strategy I: Collaboration Teams establish SMART goals Analyze student performance data Collaboration Teams write SMART goals to address discrepancies First SMART goal written at first collaboration meeting at least two additional SMART goals written over the course of the school year Strategy II: Collaboration Teams design common formative assessments to measure student learning First common formative assessment written at nd collaboration meeting at least two additional common formative assessments developed over the course of the school year Strategy III: Tier Support Team provides measurable support to teams related to clarifying process and professional development. Record services provided by Tier Support Team related to implementation of the Tier Support Guide End-of-the year assessment to determine success of Tier Support Team s services.

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