17-2-15-2-24 Lincoln Elem Clinton CUSD 15 Clinton, ILLINOIS GRADES : 2 3 2 1 3 Lincoln Elem 1 ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards to the public each year. This year, we have updated the report card to provide a full picture of school performance beyond just test scores. A display of this data designed with parents and communities in mind is available on illinoisreportcard.com. All of the metrics posted on illinoisreportcard.com are also included in this report. STUDENTS RACIAL/ETHNIC BACKGROUND AND OTHER INFORMATION White Black Hispanic Asian Native Hawaiian /Pacific American Islander Indian Two or More Races Low- Income Limited- English- Proficient IEP Homeless Total Enrollment 91.2 92.7 5..4 1.1 17. 3.7 3.9 24.1..4 4.3..1.1.4.3.3 4.4 1.5 3. 5.5 44.4 49.9.7. 9.5 2.1 1.2 13..7.2 2. 273 2,15 2,54,155 Low-income students come from families receiving public aid; live in institutions for neglected or delinquent children; are supported in foster homes with 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. Total Enrollment is based on Home. Homeless students are who do not have permanent and adequate homes. High Sch. Dropout Rate Chronic Truancy Rate Mobility Rate. 2.5 1.8 9.8 12.8 Attendance Rate 15.2 95.1 94.3 94.2 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 without valid cause for 9 or more of the last 18 school days. INSTRUCTIONAL SETTING PARENTAL CONTACT* Total Days Days 9.2 9.8 95.5 172 172 17 * 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 1 2 3 4 5 7 8 9-12 Overall 2.5 2.5 21.5 25.5 25.5 21.9 23. 18.1 21.2
17-2-15-2-24 Lincoln Elem 2 TIME DEVOTED TO TEACHING CORE SUBJECTS (Minutes Per Day) Science English/Language Arts Grades 3 8 3 8 3 8 45 18 12 45 18 12 2 31 142 Social Science 3 8 18 18 3 TEACHER INFORMATION % of Classes Not Taught by Highly Qualified Teachers...2 Some teacher/administrator data are not collected at the school level. SCHOOL DISTRICT FINANCES EXPENDITURE BY FUNCTION 211-12 (ages). 5. 5.2 48.3 4. 3. 2. 2.2 3.1 18. 18.3 1.. 5. 3.3 Instruction General Administration Supporting Services Other Expenditures REVENUE BY SOURCE 211-12 % % EXPENDITURE BY FUND 211-12 % % Local Property Taxes Other Local Funding General Aid Other Funding Federal Funding $15,481,398 $8,1 $1,451,85 $1,813,873 $1,52,39 75.2 3.8 7.1 8.8 5.1 1.1 4.8 1.4 9.7 8.1 Education Operations & Maintenance Transportation Debt Service Tort Municipal Retirement/ Social Security Fire Prevention & Safety Capital Projects $14,291,193 $1,912,959 $1,35,247 $1,745,93 $722,728 $53,798 $224,51 $518,38 7. 9..4 8.2 3.4 1.1 2.4 73.4.2 3.7 7. 1.2 2..7 5.2 TOTAL $2,587,5 TOTAL $21,345,9
17-2-15-2-24 Lincoln Elem 3 OTHER FINANCIAL INDICATORS 21 Equalized Assessed Valuation per Pupil 21 Total Tax Rate per $1 $235,19 3.5 ** ** 211-12 Instructional Expenditure per Pupil $,81 $,974 211-12 Operating Expenditure per Pupil $9,12 $11,842 ** Due to the way Illinois school districts are configured, state averages for equalized assessed valuation per pupil and total school tax rate per $1 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 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 and mathematics.the ISAT reading and math cut scores were reset for school year 213. Starting in 213,Illinois raised the performance cut scores in reading and math to align with college and career ready expectations. OVERALL PERFORMANCE - ALL STATE TESTS 1 8 82.1.2 77.5 5.. 58.2 211-12 4 212-13 2 OVERALL ILLINOIS STANDARDS ACHIEVEMENT TEST (ISAT) PERFORMANCE 1 8 4 2 8.3 82.1 49. 82.5 58.8 211-12 212-13
17-2-15-2-24 Lincoln Elem 4 ISAT PERFORMANCE These charts provide information on attainment of the Illinois Learning Standards. They show the percents of student scores meeting or exceeding Standards for the grades and subjects tested on ISAT. ISAT Grade 3 1 8 7. 1.4 7.1 1.4 7.1 58.8 89.8 71.2 89.1 71.2 87.7 54.9 211-12 4 212-13 2 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 11. The Illinois Alternate Assessment (IAA) is administered to students with disabilities whose Individualized Education Programs (IEPs) indicate that participation in the ISAT or PSAE would not be appropriate. Students with disabilities have an IEP (No Child Left Behind Act). An IEP is a written plan for a child with a disability who is eligible to receive special education services under the Individuals with Disabilities Education Act. and are tested in grades 3 through 8 and 11. Science is tested in grades 4, 7, and 11. In order to protect students' identities, test data for groups of fewer than ten students are not reported.
17-2-15-2-24 Lincoln Elem 5 PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR READING Gender Racial/Ethnic Background All Male Female White Black Hispanic Asian Native Hawaiian /Pacific islander American Indian Two or More Races LEP Migrant Students with Disabilities Economically Disadvantaged 15 148.7 1 2 1 4 23. 1,2 2.9 555 3. 57 2.2 99 17 17. 37 5.4 8 171 1.2 45 3.9 1,7,95.4 545,884.4 521,53.3 542,53.3 188,43. 253,427.3 4,751.2 1,51.3 3,94.4 3,74.4 73,555. 27 1.1 143,95.8 542,427.5 * Enrollment as reported during the testing windows for grades 3-8 and 11. Number of LEP Students who have attended schools in the U.S. for less than 12 months and are not assessed on the 's reading/language arts test: PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR MATHEMATICS Gender Racial/Ethnic Background All 15 Male Female White 148.7 Black 1 Hispanic 2 Asian Native Hawaiian /Pacific islander American Indian Two or More Races 1 4 LEP Migrant Students with Disabilities 23. Economically Disadvantaged 1,2 555 3.1 57 2.2 99 2.4 17 17. 37 2.7 8 171 1.2 45 3.4 1,8,84.4 54,84.4 521,842.3 542,44.3 188,59. 254,1.3 47,334.2 1,55.3 3,79 3,72 75,331.3.4.3 2.7 143,714.9 543,8.5 * Enrollment as reported during the testing windows for grades 3-8 and 11. ILLINOIS STANDARDS ACHIEVEMENT TEST (ISAT) The following tables show the percentages of student scores in each of four performance levels. These levels were established with 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 1. Level 1 -- Academic Warning - Level 2 -- Below Standards - Level 3 -- Meets Standards - Level 4 -- 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.
17-2-15-2-24 Lincoln Elem Grade 3 Grade 3 - All Levels 1 2 3 4 1 2 3 4 3.9 34. 35.9 25.5 2.1 58.2 13.1 3.9 34. 35.9 25.5 2.1 58.2 13.1.7 34.5 39.4 19.4.9 38.2 43.7 11.1 Grade 3 - Gender Male Female Levels 5.2 28. 4.3 2. 13..2 18.2 5.2 28. 4.3 2. 13..2 18.2 8.2 37. 38.2 1. 7.2 37.1 43.9 11.8 1 2 3 4 1 2 3 4 5.1 4.8 4.8 3 31. 31. 4.7 25. 25. 23.. 39.5 39.5 39.4 5. 5. 43.5 7.9 7.9 1.4 Grade 3 - Racial/Ethnic Background Levels 1 2 3 4 1 2 3 4 White 4.1 3.3 33. 2. 2.7 2. 57.5 13.7 4.1 3.3 33. 2. 2.7 2. 57.5 13.7 3.3 25.2 44.7 2.8 3. 28.8 53.2 15. Black 11.8 47.7 32.4 8.1 15.5 53.5 27.9 3.1 Hispanic 1.8 4.7 33.2 9.3 9. 5. 35.5 4.9 Asian 2.2 18.1 42.5 37.1 2.2 18. 47.4 32.4 Native Hawaiian/Pacific Islander 7.5 34. 38.5 2..5 35.8 45.3 12.4 American Indian 8.7 41. 3.7 13. 7.2 4.8 38.9 7.2 Two or More Races 4.7 3.3 41. 23.4 5.9 35.7 44.8 13. Grade 3 - Students with Disabilities Levels 1 2 3 4 1 2 3 4 IEP 18.2 3.4 31.8 13. 4.5 4.9 5. 4.5 18.2 3.4 31.8 13. 4.5 4.9 5. 4.5 25.5 49.1 19.7 5.8 19. 5.5 2.1 3.8 Non-IEP 1.5 34.4 3. 27.5 2.3 23.7 59.5 14.5 1.5 34.4 3. 27.5 2.3 23.7 59.5 14.5 4. 32.4 42.2 21.4 5.2 3.5 4.2 12.2
17-2-15-2-24 Lincoln Elem 7 Grade 3 - Economically Disadvantaged Levels Free/Reduced Price Lunch Not Eligible 1 2 3 4 1 2 3 4.7.7 1. 2.1 5.7 5.7 4.1 19.2 19.2 2.9 29.3 29.3 34.4 42.3 42.3 45.3 13.3 13.3 8.9 37.2 37.2 31.7 5.3 5.3 11.1.. 2.1 37.3 37.3 5. 15.4 15.4 24.5 52. 52. 34. 4.1 4.1 54.4 5.3 5.3 4.3 2.5 2.5 19.1
17-2-15-2-24 Lincoln Elem 8 213 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 No Child Left Behind Act? Is this school making AYP in? 213-14 Federal Improvement Status Choice SES Is this school making AYP in? 213-14 Improvement Status Academic Early Warning Year 2 Tested on Tests Meeting/Exceeding Standards * Other Indicators Attendance Rate Graduation Rate Safe Safe % Met % Met % Harbor Met % Harbor Met % AYP AYP Target ** AYP Target ** AYP Met AYP % Met AYP AYP Minimum Target 95. 95. 92.5 92.5 92. 85. All 98.7 98.7 1.7.8 7.8 2.1 95.1 White Black 99.3 99.3 59.9 59.7 7.7 95.1 Hispanic Asian Native Hawaiian/ Pacific Islander American Indian Two or More Races LEP Students with Disabilities Economically Disadvantaged 97.4 97.4 43.4 43.9 5. 5.4 94.5 Four Conditions Are Required For Making Adequate Yearly Progress (AYP): 1. 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. 2. At least 92.5% meeting/exceeding standards in reading and mathematics for every group. For any group with less than 92.5% meeting/exceeding standards, a 95% confidence interval was applied. Subgroups may meet this condition through Safe Harbor provisions. *** 3. At least 92% attendance rate for non-high schools. 4. At least 85% graduation rate for high schools. The would first examine whether the school met the target for the four-year graduation rate. If it did not, the would then determine whether the school met the five-year graduation rate target. If either of those rates were met, this would indicate that the school met the other academic indicator for AYP. The largest number among the 4-year and 5-year graduation rates would be printed. * Includes only students enrolled as of 5/1/212. ** Safe Harbor Targets of 92.5% or above are not printed. *** Subgroups with 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 1% 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.