6-99-6-- Arbury Hills Elem Summit Hill SD 6 Mokena, ILLINOIS GRADES : 3 4 Arbury Hills Elem ILLINOIS SCHOOL REPORT CARD 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 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 Isler Indian Two or More Races Percent Low- Income Percent Limited- English- Proficient Percent IEP Percent Homeless Total Enrollment 8 77. 49.3.4. 7. 9..8. 6. 3.9 4.6.4....3..3 3. 4.8 4. 8. 3..3 6.8.6 4..4.4.3 3,83,4,6 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 adequate homes. High Sch. Dropout Rate Chronic Truancy Rate Mobility Rate. 8.7. Attendance Rate.3 9.9 9.8 94. 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 8 school days. INSTRUCTIONAL SETTING PARENTAL CONTACT* Percent 9. TOTAL SCHOOL DAYS Days 74 74 7 8TH GRADERS PASSING ALGEBRA I ** 9 8.4 ** For the 8th graders passing algebra I, if the percentage is, it means that an Algebra I course is not offered. * Parental contact includes parent-teacher conferences, parental visits to school, school visits to home, telephone conversations, written correspondence. STUDENT-TO-STAFF RATIOS Pupil- Pupil- Teacher Teacher Elementary Secondary Pupil- Certified Staff Pupil- Administrator -- 6. 8. -- -- 9.6.3 -- 49.6 73.3
6-99-6-- Arbury Hills Elem AVERAGE CLASS SIZE (as of the first school day in May) Grades K 3 4 6 7 8 9 - Overall 8.3 3. 9.3.8.6.9 9.3..4.3.6.7..8. TIME DEVOTED TO TEACHING CORE SUBJECTS (Minutes Per Day) Science English/Language Arts Grades 3 6 8 3 6 8 3 6 8 63 78 63 78 6 3 39 Social Science 3 6 8 3 TEACHER INFORMATION (Full-Time Equivalents) White Black Hispanic Asian Native Hawaiian/ Pacific isler American Indian Two or More Races Unknown Male Female Total Number 98.4.3.3.8 87. 3 8. 6.4.7.4...8 3. 3. 76.8 9,668 TEACHER INFORMATION ( Continued ) Average Teaching Experience (Years) % of Teachers with Bachelor's Degrees % of Teachers with Master's & Above % of Teachers with Emergency or Provisional Credentials % of Classes Not Taught by Highly Qualified Teachers -- -- -- 34.4 6.6 The No Child Left Behind Act requires that information for certain data elements be disaggregated by high- low-poverty schools. Poverty (low-income) is defined on page of all report cards. High- low-poverty schools include those in the top bottom quarters of the poverty distribution of schools in the state. Some teacher/administrator data are not collected at the school level. 38.4 6..6.8 TEACHER RETENTION RATE PRINCIPAL TURNOVER (Count) 83.7. 8.7 3. 8..9 SCHOOL DISTRICT FINANCES
6-99-6-- Arbury Hills Elem 3 TEACHER/ADMINISTRATOR SALARIES (Full-Time Equivalents) $, $6, $, $6,7 $,7 Salaries 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 may or may not reflect the actual paid salaries for the district. $8, $6,8 $6,69 $4, $ Average Teacher Salary Average Administrator Salary EXPENDITURE BY FUNCTION 3-4 (Percentages) 6 4. 48.7 4 3 6.3 3 4.9 8. 3.3 3. Instruction General Administration Supporting Services Other Expenditures REVENUE BY SOURCE 3-4 % % EXPENDITURE BY FUND 3-4 % % Local Property Taxes Other Local Funding General Aid Other Funding Federal Funding $3,4,86 $,69,67 $,48,89 $,38,44 $799, 84. 4. 3.7.9. 6.7 4.4 6.4 9.6 7.8 Education Operations & Maintenance Transportation Debt Service Tort Municipal Retirement/ Social Security Fire Prevention & Safety Capital Projects $7,43,46 $,667,4 $,93, $,79,7 $33,373 $79, $ $3,6 68.9 6.7 7.4 4..8..8 73.4 6.3 3.7 8.... 4.7 TOTAL $38,6,47 TOTAL $39,84,38 OTHER FINANCIAL INDICATORS Equalized Assessed Valuation per Pupil Total Tax Rate per $ $73,96 3.66 ** ** 3-4 Instructional Expenditure per Pupil $,7 $7,49 3-4 Operating Expenditure per Pupil $,6 $, ** Due to the way Illinois school districts are configured, state averages for equalized assessed valuation per pupil 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 pupils. Operating expenditure per pupil includes the gross operating cost of a school district excluding summer school, adult education, bond principal retired, capital expenditures.
6-99-6-- Arbury Hills Elem 4 ACADEMIC PERFORMANCE OVERALL STUDENT PERFORMANCE These charts present the overall percentage of state test scores categorized as meeting or exceeding the PARCC expectations or DLM-AA Stards for your district, the state. OVERALL PERFORMANCE - ALL STATE TESTS 8 6 4 4. 39. 3.9 4- PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS (PARCC) 8 6 4 4. 39.9 33. 4-
6-99-6-- Arbury Hills Elem PARCC PERFORMANCE These charts present the overall percentage of state test scores categorized as meeting or exceeding the PARCC expectations or DLM-AA Stards for your district, the state. PARCC Grade 3 8 6 4 36.4 48.8 3.3 4.8 48. 34. 4- PARCC Grade 4 8 6 4.4 4.4 39. 37. 34.9 7.9 4-
6-99-6-- Arbury Hills Elem 6 PERFORMANCE ON STATE ASSESSMENTS The PARCC is administered to students in grade 3 through 8 high school. The DLM-AA is administered to students in grade 3 through 8 with disabilities whose Individualized Education Programs (IEPs) indicate that participation in the PARCC 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. 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 Gender Racial/Ethnic Background All Male Female White Black Hispanic Asian Native Hawaiian /Pacific isler American Indian Two or More Races LEP Migrant Students with Disabilities Economically Disadvantaged Reading 7 7 8 Reading,.3,9.,6.4,73..8 7.4 84 7 49 9 4.4 96 Reading,,6 4.4 39,3 4.,4 4.4 9,48 3.6 8,76 6.4 67,4 4.9 48,43 3.,6.4 3,47. 3,8 4. 8,47 4. 8.4 47,346 6.7 6, 4.8 * Enrollment as reported during the testing windows for grades 3-8 high school. Number of LEP Students who have attended schools in the U.S. for less than months 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.8 Male 7 Female. White. Black Hispanic Asian Native Hawaiian /Pacific isler American Indian Two or More Races LEP 7 Migrant Students with Disabilities Economically Disadvantaged 8,.3,9.,6.,73.3.8 7.4 84 7 49 9 4.4 96,3,879 4.4 8, 4.4,6 4.3 3,8 3.4 78,769 6. 6,697. 47,3.8,68.8,998 4. 3,486 4.3 84,3 4.6 4. 44,7 6.6 7,3 4.7 * Enrollment as reported during the testing windows for grades 3-8 high school.
6-99-6-- Arbury Hills Elem 7 Partnership for Assessment of Readiness for College Careers (PARCC) Each Performance Level is a broad, categorical level defined by a student s overall scale score used to report overall student performance by describing how well students met the expectations for their grade level/course. Each Performance Level is defined by a range of overall scale scores for the assessment. There are five Performance Levels for PARCC assessments: Level : Did not yet meet expectations Level : Partially met expectations Level 3: Approached expectations Level 4: Met expectations Level : Exceeded expectations Students performing at levels 4 met or exceeded expectations, have demonstrated readiness for the next grade level/course, ultimately, are on track for college careers.performance Level Descriptors (PLDs) describe the knowledge, skills, practices that students should know be able to demonstrate at each Performance Level in each content area (/L mathematics), at each grade level/course. PLDs are available at http://avocet.pearson.com/parcc/home. Grade 3 Grade 3 - All Levels 3 4 3 4..7 4. 34..8 3.6 4. 4 36.4 6.6 4. 3.4 4. 3.6.8 6.9 3.8 4... 3. 3.4.9 4. 3.6 7.8 9.. 6.3.4 Grade 3 - Gender Male Female Levels 7. 7.9 4.9 3. 7. 7.9 8.6 4.9 6. 8. 3.9 4.7...7 8.7 47.8 3.. 3.6 9... 3.4 6.8 8.7 3 4 3 3.7 7. 7. 7.4 9.7 9.9 48. 9.9 3. 37. 48. 3.7 3.7. 3.9.3 3.. 8. 3.8.9 37.7 8.8 4 9.6 3.7 9.4 3.6.6.8 7.4 7..
6-99-6-- Arbury Hills Elem 8 Grade 3 - Racial/Ethnic Background Levels White.8 3. 44. 34.6.9 3.8.4 38. 36..8 6.9 3.8 9.6 4.4 4...8 3. 4.4.8. 7.6 4.9 4.4 3.9 7.8 8.4 8.9 37.7 7. Black.4.4 46. 3. 3.8 46..4 7.7 33.3.7.6 8.4. 8.3 3..4 4.3. Hispanic.6 9.4 3.6 44.4.6. 7.8 4.7 8..8 3..7. 8. 3.8 9..3.7 Asian 8. 7.3 4. 9. 4. 36.4 9. 6.4. 9.8.8 9.8 3. 8.7 9. 46..7 Native Hawaiian/Pacific Isler 3..4 7. 34.9 9. 6..6.4 33.9 3. American Indian 6.6 4. 3..6. 7. 8.8 33.4 9.7. Two or More Races 6.4. 3 7.3 3. 4 7.7 36.4 4. 3. 8..3 3 36.4 6.9 4 9. 3.4 36.4 7.4 Grade 4 Grade 4 - All Levels 3 4 3 4 6.3.9.4 4.3 3.6 4.8 36. 38.4.9 9.7 9.9 3.9. 7. 6. 6. 6. 4.3 33.9 3..6 39.4 33. 3.7 9.4 9..3 3...6 Grade 4 - Gender Levels Male Female 3 4 7.3 9. 9.3 39. 4.6 9. 37. 36. 3.4. 3.4 9.7 4. 9. 8. 4..4 9.7 3. 4. 8.4 7.4 9.4 36.4 3 4.9 3. 4.6.7. 8. 7.3. 39. 3.7 4. 3.7 39.7 3.. 9.3 7.6. 4.8 4.8 4.9 38..8.3 39. 34.. 9. 3..4 4..7 9. 3.7.4
6-99-6-- Arbury Hills Elem 9 Grade 4 - Racial/Ethnic Background Levels 3 4 White 4. 8.4 8.6 38.8 3.9.7 3.4 39.3 6.. 9. 4.3..7 8.8 3 6.3 8.8 3.4 3.4 3.. 38.7 33.7 8.4 3.8 3. 33.4 4 4.. 3. Black 4. 9.6 8. 3.7 9.3..9. 3 4. 6. 39. 4..3.4 Hispanic Asian Native Hawaiian/Pacific Isler American Indian Two or More Races.6 3. 39. 39..4.3 3. 4.7 6.3 3.3 37. 3. 8.3 9.8 49.7.3.6. 9..6. 44.7 3.6 7. 37.3 9.3.. 43.8 37. 3.3.9 3.4 48.9 7. 4.7 9. 39. 9.6 9.4 4. 3.9 36..7 6..3 3. 6.3 3.9 6.8 34.6 9. 8.. 9.3 8.7 9.4 34. 8.3 4. 7.4 8.3 6.4 3.7.6 6.3 3. Grade 4 - Students with Disabilities Levels 3 4 IEP Non-IEP 33.3 33.3. 8.3 3.3 34.9 8.6 3.3 38.3 3.4 9.6 9.8.8. 49..9. 38.6 4. 6.7 7.9 3. 36.6. 3.7 7.9 7.4 3 33.3 6.7 33.3 6.7 8.6 37. 7.9 6.3 37.9 37.3 6.3 8. 6. 4. 38...6 4. 3. 9.9 8. 3. 8. 4. 4...9
Arbury Hills -6 PLANNED IMPROVEMENT FOR THE SCHOOL AND DISTRICT Reading: English/Language Arts Goal: Arbury Extended Hills Response: staff members Utilizing will work the to increase district the curriculum number of maps students to ensure meeting that expected growth targets on local assessments. there is a growth in response to reading by grade level. Students will Reading across the Curriculum: apply Student s comprehension will develop strategies comprehension knowledge fluency in of all NWEA subject areas. reading Teachers will model reading strategies develop students ability to utilize word attack skills with content specific vocabulary. Teachers will also language vocabulary to respond to fiction non-fiction text. utilize reading materials with appropriate text complexity. Teachers will utilize new Journeys Reading curriculum across resources the Curriculum: to support teaching Students the will New develop Illinois Learning comprehension Stards (CCSS). Students will analyze how two or fluency more texts in address all subject similar areas. themes Teachers or topics. will model reading strategies Students will read comprehend develop complex students literary ability informational to utilize text word independently attack skills proficiently. with content Teachers will incorporate the specific use of the vocabulary. online learning Teachers portal will Think also Central. utilize guidance of the Common Students will write arguments Core to support Stards claims in to an develop analysis reading of applicable of materials topics or texts with across text complexity the curriculum using valid reasoning relevant sufficient evidence. Data: Student data will drive the RtI process through the use of NWEA, Teachers will continue their focus on differentiation. Reading Tutoring will continue to be offered as an AimsWeb, intervention ELL-Access, to further support students. ISAT MTSS: Student data will drive the RtI process through the use Writing: of STAR, DIBELS, ELL-Access, PARCC, /or other approved progress monitoring tools. Data Expository will be utilized Writing: to determine Students Tier II will develop Tier III interventions writing skills for students. to address expository writing across the disciplines. Math Goal: Arbury Hills staff members will work to increase the number of students meeting expected growth targets on 6+ Writing Traits: Students will continue to develop writing based on local assessments. Teachers will utilize new Go Math traits. curriculum Teachers resources will continue to support professional teaching the New development Illinois Learning in this Stards area. (CCSS). Students will solve math problems with complexity increasing Math: each grade level. Students will be able to solve problems Extended using Response: manipulatives, Development pictures, numbers, of extended words. response to math Teachers will continue their problems focus on differentiation. with complexity increasing with each grade level. Daily Oral Teachers will incorporate the use of the online learning portal Math Think concentration. Central. Staff will utilize data to determine students who will attend Math Tutoring offered before school. Measurement Data: Increased focus at all grade levels on MTSS: Student data will drive the RtI process through the use of STAR, DIBELS, ELL-Access, PARCC, /or other approved progress monitoring tools. Data measurement will be utilized to data. determine Implementation Tier II Tier of III interventions measurement for students. data in all subject areas in order to increase student exposure to visual charts Behavior Goal: Arbury Hills staff members will implement pertaining the PBIS to measurement program with fidelity data to proactively teach behavioral expectations. We will work to NWEA identify Math support Vocabulary: social Exposure emotional learning to development needs. of math Continued -wide implementation of PBIS. vocabulary anchored by NWEA guided by the Common Core o Individual Praise Students will earn PBIS tickets to use on a monthly basis to shop at the PBIS Cart. o Classroom Praise Classrooms will earn marbles. Once the Stards marble jar is full, a classroom incentive will take place. -wide implementation of Implementation PBIS Tier II behavior of supports. Mastery Math Facts throughout the grade levels -wide use of Cool Tool lessons, based upon current behavioral data, will be taught in the classroom. o The Social Worker will utilize the Second Step character Science: education program with all fourth graders, every other week. o Lunch / Recess expectations Continuation will be emphasized of expeditionary a weekly learning basis one focus class (Hs per grade on level Exploration) will earn a Lunch Trophy for exemplifying positive behavior each day. Continuation of grade level articulation to support science instruction Implementation of the Universal Behavior Screeners throughout the year. Use of SWIS data to track monitor Continued progress use Office of hs Discipline on science Referrals materials Check-In Check Science Out. Lab Universal Tier II PBIS committees will review analyze Behavior: data on a monthly basis. One student per class will serve as a Student Ambassador Continued meet implementation monthly with an of advisor. PBIS Ongoing communication with families regarding bullying prevention, Use of PBIS, SWIS data social emotional supports. STARS (SCO) will sponsor a bullying prevention assembly for all students staff members. Ongoing communication with parents community about the role Technology Integration Goal: Arbury Hills staff members will of utilize PBIS the in assistance our school of the technology teacher additional technology devices to increase overall usage Implementation of technology, improve of PBIS skills, Anti-Bullying strengthen curriculum academic learning opportunities. Increase opportunities for technology use by Continuation integrating technology of Mentoring within core Program lessons. with SHJH Technology skills or technology integration will be scheduled on a weekly basis. Community Engagement Increase number of student computing devices ensure regular use. () Continuous communication with the school community about Community Engagement Goal: Arbury academics, Hills staff PBIS members expectations, will engage in important family events community school partnerships wide to extend student supports beyond the classroom. celebrations Continuous communication with the Events school community to engage about involve academics, the PBIS extended expectations, school important community events, school wide celebrations. (Reading Volunteers, Grparents Celebration, Literacy Night, Math Mania Develop opportunities Night, to communicate Living History with, engage, Museum, involve the Floats extended Parade, school Author community. Visits, Movie Continued partnership with SCO (STARS) SHEF. Nights, Community Walk-a-thon)