ILLINOIS SCHOOL REPORT CARD

Transcription

1 Wm Fremd High Township HSD Palatine, ILLINOIS GRADES : 9 Wm Fremd High 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 Hawaiian /Pacific Islander Percent Low- Income Percent Limited- English- Proficient Percent IEP High Sch. Dropout Rate Chronic Truancy Rate Mobility Rate Attendance Rate Total Enrollment ,853,593,66,69 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* Percent 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) Hawaiian/ Pacific islander Unknown Male Female Total Number ,83

2 Wm Fremd High TEACHER INFORMATION ( Continued ) Average Teaching Experience (Years) % of Teachers Bachelor's Degrees % of Teachers Master's & Above % of Teachers Emergency or Provisional Credentials % of Classes t 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, $, $99,63 $3,9 $,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, $66,6 $, $ Average Teacher Salary Average Administrator Salary EXPENDITURE BY FUNCTION - (Percentages) Instruction General Administration Supporting Services Other Expenditures

3 Wm Fremd High 3 REVENUE BY SOURCE - % % EXPENDITURE BY FUND - % % Local Property Taxes Other Local Funding General Aid Other Funding Federal Funding $9,3,857 $,33,778 $5,556,55 $,8,5 $7,3, Education Operations & Maintenance Transportation Debt Service Tort Municipal Retirement/ Social Security Fire Prevention & Safety Capital Projects $7,63,9 $,5,897 $9,77,759 $,,53 $ $8,65,8 $ $98, TOTAL $7,,839 TOTAL $3,36,977 OTHER FINANCIAL INDICATORS 9 Equalized Assessed Valuation per Pupil 9 Total Tax Rate per $ $8,37.9 ** ** - Instructional Expenditure per Pupil $9,696 $6,8 - Operating Expenditure per Pupil $6,77 $,66 ** 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. ACADEMIC PERFORMANCE

4 Wm Fremd High ACT ASSESSMENT: GRADUATING CLASS OF * Composite English The number and percent of students taking the ACT are no longer reported since virtually every eleventh grade student takes the ACT as part of the PSAE. * Includes graduating students' most recent ACT Assessment scores from an ACT national test date or PSAE testing. Excludes the scores of students who took the test special accommodations. averages for ACT data are based on regular public schools and do not include private and special purpose schools. HIGH SCHOOL -YEAR GRADUATION RATE Gender All Male Female Race / Ethnicity Hawaiian/ Pacific Islander Migrant Students HIGH SCHOOL 5-YEAR GRADUATION RATE Gender Race / Ethnicity All Male Female Hawaiian/ Pacific Islander Migrant Students OVERALL STUDENT PERFORMANCE These charts present the overall percentages of state test scores categorized as meeting or exceeding the Illinois Learning Standards for your school, district, and the state. They respresent your school's performance in reading, mathematics, and science.

5 Wm Fremd High 5 OVERALL PERFORMANCE - ALL STATE TESTS OVERALL PRAIRIE STATE ACHIEVEMENT EXAMINATION (PSAE) PERFORMANCE PSAE PERFORMANCE These charts provide information on attainment of the Illinois Learning Standards. They show the average scores and also the percents of student scores meeting or exceeding standards in reading, mathematics, and science on PSAE. PRAIRIE STATE ACHIEVEMENT EXAMINATION (PSAE) - Average Scores PSAE scores range from to.

6 Wm Fremd High 6 PRAIRIE STATE ACHIEVEMENT EXAMINATION (PSAE) - Percents Meeting or Exceeding Standards Number of students in this school PSAE scores in : 695 PERFORMANCE ON STATE ASSESSMENTS Federal law requires that student achievement results for reading, mathematics, and science for schools providing Title I services be reported to the general public. The Illinois Standards Achievement Test (ISAT) is administered to students in grades 3 through 8. The Prairie Achievement Examination (PSAE) is administered to students in grade. The Illinois Alternate Assessment (IAA) is administered to students disabilities whose Individualized Education Programs (IEPs) indicate that participation in the ISAT or PSAE would not be appropriate. Students disabilities have an IEP ( Child Left Behind Act). An IEP is a written plan for a child a disability who is eligible to receive special education services under the Individuals Education Act. and are tested in grades 3 through 8 and. is tested in grades, 7, and. In order to protect students' identities, test data for groups of fewer than ten students are not reported. PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR READING Gender Racial/Ethnic Background All Male Female Hawaiian /Pacific islander Migrant Students ,6.,593.,53.8, ,7,3. 58, ,35 57,9 9, ,. 5, ,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:

7 Wm Fremd High 7 PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR MATHEMATICS Gender Racial/Ethnic Background All 77 Male 33 Female Hawaiian /Pacific islander Migrant Students ,6.,593.,53.7, ,73,76. 59,6. 5, 58,3 93,6.7 5,3. 5, ,8.5 9, ,5 7 6, ,.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 All Male Female Hawaiian /Pacific islander Migrant Students ,5.,59.,53.7, ,7.7 3,99.8 3, ,9.5 8,78. 3,59.7 9, 393.,359.9,5.7 5, ,9.6 7,988. * Enrollment as reported during the testing windows for grades, 7, and. PRAIRIE STATE ACHIEVEMENT EXAMINATION (PSAE) The following tables show the percentages of student scores in each of four performance levels. These levels were established the help of Illinois educators who teach the grade levels and learning areas tested. Due to rounding, the sum of the percentages in the four performance levels may not always equal. Level -- Academic Warning - Level -- Below Standards - Level 3 -- Meets Standards - Level -- Exceeds Standards - Student work demonstrates limited knowledge and skills in the subject. Because of major gaps in learning, students apply knowledge and skills ineffectively. Student work demonstrates basic knowledge and skills in the subject. However, because of gaps in learning, students apply knowledge and skills in limited ways. Student work demonstrates proficient knowledge and skills in the subject. Students effectively apply knowledge and skills to solve problems. Student work demonstrates advanced knowledge and skills in the subject. Students creatively apply knowledge and skills to solve problems and evaluate the results.

8 Wm Fremd High 8 Grade Grade - All Levels Grade - Gender Levels Male Female Grade - Racial/Ethnic Background Levels Hawaiian/Pacific Islander Grade - Limited-English-Proficient Levels

9 Wm Fremd High 9 Grade - Students IEP Levels n-iep Grade - Free/Reduced Price Lunch t Eligible Levels

10 Wm Fremd High ADEQUATE YEARLY PROGRESS (AYP) STATUS REPORT Is this school making Adequate Yearly Progress (AYP)? Has this school been identified for Improvement according to the AYP specifications of the federal Child Left Behind Act? Is this school making AYP in? -3 Federal Improvement Status Is this school making AYP in? -3 Improvement Status Academic Watch Status Year Percent Tested on Tests Percent Meeting/Exceeding Standards * Safe Safe % Met % Met % Harbor Met % Harbor Met % AYP AYP Target ** AYP Target ** AYP Attendance Rate Other Indicators Met AYP 5-YEAR Graduation Rate % Met AYP AYP Minimum Target All Hawaiian/ Pacific Islander Students Four Conditions Are Required For Making Adequate Yearly Progress (AYP):. 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 AYP, 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 5 students are not reported. Safe Harbor only applies to subgroups of 5 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.

11 Wm Fremd High PLANNED IMPROVEMENT FOR THE SCHOOL AND DISTRICT This is the final section of the school report card in which your school and district provide information below on areas of success and areas for planned improvement based on your school's improvement plan. (For report cards disseminated electronically, this information may be provided in a separate document due to differences in the software used. If you are unable to locate this document, please contact your local school or district office.) academic goals use multiple measures to indicate progress towards meeting the goals. In using multiple measures, including both attainment and growth, one can obtain a clearer picture of student achievement over time at the and school level. The goals, which demonstrate our commitment to the importance of tracking evidence of student learning, include: Students will demonstrate academic growth in high school Students will demonstrate attainment of knowledge and skills defined in local, state and national high school standards Students will demonstrate on-time graduation from high school Students will demonstrate college and career readiness while in high school In working to achieve the goals of individual student improvement, our teachers are actively engaged in collaborative professional learning teams to conduct purposeful analysis of student performance data. Through their collaborative, collective work, the faculty and staff create ongoing learning for both students and faculty. Professional development is embedded during the professional learning team time. The teams meet to review student academic achievement, best practices, curriculum and progress towards meeting goals. The teams use formative assessment results to guide instructional practice and foster continuous improvement for both students and educators. Improvement Plans reflect the development, implementation, and assessment of course critical learning standards. Critical learning standards define s expectations for what every student should know and be able to do before graduation, regardless of program of study. The effort to assure that every student masters the content and skills represented by the critical learning standards falls to every department and teacher. This represents a shift in focus from what is taught to students to what is learned by students. These core standards are common to all schools in and both reflect and exceed expectations of the of Illinois for academic standards in core areas. The development of critical learning standards reaffirms a commitment to developing a pyramid of interventions for any child who does not initially succeed in demonstrating success in any given standard. Throughout this year, instructional strategies and interventions documented in the Improvement Plan will be evaluated continuously for evidence of impact on students to meet proficiency on the critical learning standards. Research has confirmed that an increased frequency of focused assessment is necessary to modify instruction in a meaningful and timely fashion for students who are not successfully mastering course content. The evaluation will be accomplished through the use of local, state, and national assessments (such as Explore, PLAN, ACT, Measures of Academic Progress (MAP), ACCESS, and common benchmark assessments). s continuous improvement model provides the tools to enhance and improve existing programs and practices, and foster collaborative work improving instruction to increase student achievement.