District 87: Administrative Center

District #87 School Report Card

Posted below is a web link to the current School District #87 School Report Card. Demographic information and test score results are summarized in this report. Via the link one can also access School Report Cards from previous years.

When you select the report card link and reach the search page, use the school year menu to enter the school year for the report card you would like to view (2000, 2001, 2002, etc.). Also select a choice of “School Name,” “City Name” or "District Name." In the keyword box enter "Berkeley." You may also enter in the keyword box the specific name of a school to view the school’s report card. Select “Search,” and you will advance to the specific report card link for which you are searching.

Berkeley School District #87 Report Card

Noted below by school is an addendum to the District's School Report Card in which the District's successes over the past school year and the planned improvements for the current school year are summarized.

JEFFERSON ELEMENTARY SCHOOL
2008 AREAS OF SUCCESS

Jefferson’s students are continuing to meet or exceed all standards at the grade levels tested. The state target for making Adequate Yearly Progress (AYP) in 2008 was 62.5% of the students meeting or exceeding the standards.
Jefferson students met AYP in mathematics with a score of 88.7% of the students meeting and exceeding the standards.
Jefferson students met AYP in reading with a score of 69.9% of the students meeting or exceeding standards.
In 2008, Jefferson School was listed as a Spotlight School for consistent academic achievement.
Our Goals for Improvement
As a school we want to continue to meet AYP in Reading and Math, our focus is to continue to improve instructions and student achievement in Reading and Math.
We will:
Continue to use manipulative materials and hands-on opportunities to increase the students’ understanding of mathematic concepts.
Support our students learning styles with cooperative learning groups, differentiated instructions, and engaged learning activities.
Host family involvement activities throughout the school year to support the home and school connection.
Use reading strategies such as: guided reading, literature circles, shared reading, and CRISS to improve reading skills.
Teach the extended response process, problem solving skills, and computation skills in math.
Use interventions to help students improve their basic skills in reading and math and monitor their progress on a consistent basis.
Teach and explain test taking skills and strategies.
Provide teachers with professional development training and common plan time to plan and discuss how to implement the above goals.

Riley Elementary School 2008 Areas of Success

Strengths

In 2008, the fifth grade students ISAT Writing scores rose from 33% meets/exceeds to 57% meets/exceeds.

80.8% of all Riley students met/exceeded state standards in the area of Math in 2008.

Weaknesses
According to the 2008 ISAT, 56.7% of all students met/exceeded state standards in Reading.

46.3% of the Riley LEP subgroup met/exceeded Reading state standards.

Areas of Improvement
Riley School is committed to improving student test scores in 2009.

Riley School would like to improve the percentage of all students meeting/exceeding state standards in Reading to 70%. This goal will be achieved by utilizing guided reading, literature circles, differentiated Reading instruction, CRISS strategies and ELL teaching methods. Test preparation and English as a Second Language after school clubs will be provided to all third through fifth grade students. Riley will also implement the Response to Intervention model to target students who may be at-risk and for those who are not meeting state standards.

Riley School would like to raise the percentage of all students meeting/exceeding state standards in Math to 82%. Test preparation and English as a Second Language after school clubs will be provided to all third through fifth grade students. Riley will also implement the Response to Intervention model to target students who may be at-risk and for those who are not meeting state standards. Teachers will continue to differentiate instruction and utilize the Berkeley District curriculum maps and recommended teaching methods.

Riley School would like to improve the percentage of fifth grade students meeting/exceeding state standards in Writing to 70%. Riley School would like 60% of all third grade students to meet/exceed state standards in Writing. Students will complete weekly extended response activities. Test preparation and English as a Second Language after school clubs will be provided to all third through fifth grade students. Riley will also implement the Response to Intervention model to target students who may be at-risk and for those who are not meeting state standards. Instruction will focus on the Six Traits of Writing and be graded according to the ISAT essay rubrics. ESL instruction will focus on the WIDA English Language Learning Standards and emphasize grade-level vocabulary.

Sunnyside Elementary School 2008 Areas of Success

Sunnyside meets the State’s Minimum Target Attendance of 90% with a 95.2% attendance rate. Overall the students at Sunnyside School are continuing to meet or exceed the State AYP Minimum Target of 62.5% with an ALL score of 69.5% in Reading and an 85.9% in Mathematics.

However, a further analysis of our data divided by subgroups has lead us to discover an area of weakness in our African American (Black) reading scores with 55.4% of students meeting and exceeding the Minimum Target. This is 7.1% below the target scores. This analysis will require us to make significant changes in instructional practices. These instructional changes will be addressed on our School Improvement Plan and will include: CRISS strategies, Differentiated Instruction, Guided Reading and an emphasis on Culturally Relevant teaching.

The administrative team met with all grade levels and provided each grade level team with state and local data and “Item Analysis Summaries.” Teachers are using the data to create an action plan that will improve classroom instruction, thus maximize student achievement.

Professional development will be continued to help improve these areas. Currently 90% of Sunnyside’s teachers have been trained in CRISS strategies. These strategies provide students with methods that can be used in reading across the curriculum. These strategies are geared to increase motivation, create independent learners, and help instructional practices become more engaging and student centered.

The staff has also received professional development in Differentiated Instruction, which will help meet the needs of individual students. Teachers are focusing on students’ individual needs in small groups where learning is geared towards specific skills and strategies.

The staff is also receiving information about culturally relevant instruction and will be implementing these practices across the grade levels in order to meet the needs of our diverse student population.

Whittier Report Card Addendum

Successes

2006-2007 Data

88.7% of 3rd grade students met or exceeded standards on the Math portion of the ISAT.

82.9% of 4th grade students met or exceeded standards on the Math portion of the ISAT.

83.5% of 5th grade students met or exceeded standards on the Math portion of the ISAT.

2007-2008 Goals

The objective is to increase the percentage of 3rd, 4th and 5th grade students who meet or exceed standards in Reading to 80% on the 2009 ISAT.

The goal is for 3rd, 4th, and 5th grade students to improve in all components tested in Reading on the 2009 ISAT, including Vocabulary Development, Reading Strategies, Reading Comprehension, and Literature.

2008-2009 Strategies

Student Activities

1. Students will improve their reading through participating in guided reading groups.
2. Students will improve their reading through learning and experiencing different genres of literature.

3. Students will participate in literature circles to improve overall reading skills by students completing various roles.

4. Teachers will differentiate reading lessons so students are using and developing reading strategies at their particular level.

5. Students will continue to utilize word walls.

6. Students will work on vocabulary development by utilizing CRISS graphic organizers and charts to create various definition maps.

7. Teachers will improve students reading through building their students’ background knowledge prior to participating in a reading activity.

8. Students will participate in several differentiated interventions, which are aligned with best practices, brain-based learning, and current research-based reading methodologies / strategies to increase their overall skills in reading. All Whittier staff members will develop such strategies, utilizing the latest research and proven methods on educating ELL students.

Professional Development

1. Teachers and administrators will attend CRISS workshops.

2. A team of Whittier teachers will attend district workshops on differentiated instruction and guided reading.

3. Teachers will participate in guided reading and literature circle workshops outside of the district

4. Teachers and administrators will increase their level of understanding of Response to Intervention (RTI) through school, district, and West 40 RTI workshops.

Parent Involvement

1. Parents will participate in the LIP-LEP Parent Program.

2. Parents will participate in Digital Bridges.

3.Parents will participate in Coffee with the Principal, where parents will have an opportunity to develop reading and math strategies to use with their children at home.

4. Parents that volunteer in school programs will participate in a breakfast in May, 2009, hosted by the Whittier faculty.

5. Teachers will make contact with their respective students at least three times, with every child in the school, during the 2008-2009 school year.

6. Parents will participate in parent-teacher conferences.

7. Parents will participate in Whittier evening functions and student achievement ceremonies.

MacArthur Middle School, 2008

Success
Grades 6, 7, and 8 and all sub-groups made AYP in Math and Reading.
Maintained a highly qualified teaching staff aided by a reduction in teacher mobility and assignment of teachers who are certified to teach in the subject area.
Provided teacher teams with off-site professional development in critical areas.
Provided on-site teacher workshops to meet teacher perceived needs in critical areas.
Maintained external educational partnership with Elmhurst College.

Received Academic Improvement Award for Exemplary Gains in Performance on the Illinois Learning Standards, 2006-2007.

Implemented Differentiated Instruction practices.

Planned Improvement:

Will continue to align curriculum with Illinois Learning Standards in order to meet No Child Left Behind legislation expectations.

To work collaboratively with West 40 for system of support services in the areas of: mathematics and reading instruction and teacher professional development.

To insure math instruction is aligned with math curriculum maps at all grade levels.

To insure reading instruction is aligned with reading curriculum maps at all grade levels.

To improve program support for the special education department.

To improve teacher aide professional development.

To further expand parental involvement in school improvement planning.

To refine implementation of Curriculum Based Measurements to monitor student growth and development.

To implement 6th grade Inclusion Pilot where students with IEP’s are fully mainstreamed into regular education classrooms.

To fully implement RTI practices for the 2009-2010 school year.

To increase student engagement in all educational areas for the 2008-2009 school year.

SIP Success Northlake Middle School, 2008

At Northlake Middle Sschool, students take two standardized tests during the school year. The tests are the Illinois Standards Achievement Tests (ISAT) and the Terra Nova.

The percentage of NMS students who Meet or Exceed standards in Reading improved slightly from 70.3% to 70.6%.

The percentage of NMS students who Meet or Exceed standards in Math improved from 74.5% to 84.4%.

The state expectation for these subjects was 62.5%. NMS students performed above the state expectation. For the 2008-2009 school year our school improvement goals expect our students to improve an additional 8% in Reading and Math. The state expectation for this year is 70.5%.

At Northlake Middle school, we are striving to improve our vocabulary instruction in order to develop student background knowledge in reading, math and all subject areas. Vocabulary development should lead to an increase in comprehension. We also will be implementing a pilot of an RtI program (Response to Intervention). We will be assessing in the Fall, Winter and Spring for fluency, math, writing and reading comprehension. Please contact me if you would like to review and make suggestions on our school improvement plan or even join the parent school improvement committee of the PTA. Also, you may visit the ISAT data in a more detailed format at the website: IIRC which is the Illinois Interactive Report Card which has a more detailed, analysis of the student achievement data for NMS. Just set your browser to http://iirc.niu.edu/

We will be continuing our monthly Student of the Month recognition assemblies to recognize student achievement and citizenship. Also, the staff will be continuing to work toward developing professional learning communities within the school in order to continue our focus on student learning. Furthermore, we shall continue to develop lesson plans which lead to more engaging student experiences as well as more co-teaching and co-planning experiences in an effort to be more effective in our teaching and our student learning in reading and math.

At NMS math and reading data from the ISAT and the Terra Nova suggest that we have been continuing rather large gains in math, but we are performing at a lesser level of success in reading. We have been exceeding state expectations and will continue to strive to help our students become the best learners they can be.

District-wide Areas of Success and Goals for Improvement

District #87 students continue to show strengths in math achievement and all schools in District #87 made Adequate Yearly Progress (AYP) in math. While the state requirement is 62.5% meets or exceeds on the ISAT the District #87 math scores are above that standard for every school and at every grade.

The reading performance of students in sixth through eighth grades shows that the students are making Adequate Yearly Progress with reading achievement of sixth grade students at – 77.6%; seventh grade students – 75.4%; and eighth grade students – 80%; meets and exceeds for the ALL group in 2008 on the ISAT test.

Goals for Improvement

District #87 will adopt a new reading curriculum at the elementary grades that addresses five components of reading development: phonics, phonemic awareness, vocabulary, fluency, and comprehension.

District #87 teachers will continue to implement research based instructional strategies for differentiate learning and engage students in classroom activities.

A reading coach will work with teachers to provide support in areas of need as identified through the process of data analysis. A special education coach will work with teachers to provide support in the areas of need identified through data analysis.

District #87 teachers will participate in professional development in the areas of need as determined by data analysis. Teachers new to the district will participate in Foundations classes that are developed to support the goals and initiatives of the district.


	District #87 School Report Card Posted below is a web link to the current School District #87 School Report Card. Demographic information and test score results are summarized in this report. Via the link one can also access School Report Cards from previous years. When you select the report card link and reach the search page, use the school year menu to enter the school year for the report card you would like to view (2000, 2001, 2002, etc.). Also select a choice of “School Name,” “City Name” or "District Name." In the keyword box enter "Berkeley." You may also enter in the keyword box the specific name of a school to view the school’s report card. Select “Search,” and you will advance to the specific report card link for which you are searching. Berkeley School District #87 Report Card Noted below by school is an addendum to the District's School Report Card in which the District's successes over the past school year and the planned improvements for the current school year are summarized. JEFFERSON ELEMENTARY SCHOOL 2008 AREAS OF SUCCESS Jefferson’s students are continuing to meet or exceed all standards at the grade levels tested. The state target for making Adequate Yearly Progress (AYP) in 2008 was 62.5% of the students meeting or exceeding the standards. Jefferson students met AYP in mathematics with a score of 88.7% of the students meeting and exceeding the standards. Jefferson students met AYP in reading with a score of 69.9% of the students meeting or exceeding standards. In 2008, Jefferson School was listed as a Spotlight School for consistent academic achievement. Our Goals for Improvement As a school we want to continue to meet AYP in Reading and Math, our focus is to continue to improve instructions and student achievement in Reading and Math. We will: Continue to use manipulative materials and hands-on opportunities to increase the students’ understanding of mathematic concepts. Support our students learning styles with cooperative learning groups, differentiated instructions, and engaged learning activities. Host family involvement activities throughout the school year to support the home and school connection. Use reading strategies such as: guided reading, literature circles, shared reading, and CRISS to improve reading skills. Teach the extended response process, problem solving skills, and computation skills in math. Use interventions to help students improve their basic skills in reading and math and monitor their progress on a consistent basis. Teach and explain test taking skills and strategies. Provide teachers with professional development training and common plan time to plan and discuss how to implement the above goals. Riley Elementary School 2008 Areas of Success Strengths In 2008, the fifth grade students ISAT Writing scores rose from 33% meets/exceeds to 57% meets/exceeds. 80.8% of all Riley students met/exceeded state standards in the area of Math in 2008. Weaknesses According to the 2008 ISAT, 56.7% of all students met/exceeded state standards in Reading. 46.3% of the Riley LEP subgroup met/exceeded Reading state standards. Areas of Improvement Riley School is committed to improving student test scores in 2009. Riley School would like to improve the percentage of all students meeting/exceeding state standards in Reading to 70%. This goal will be achieved by utilizing guided reading, literature circles, differentiated Reading instruction, CRISS strategies and ELL teaching methods. Test preparation and English as a Second Language after school clubs will be provided to all third through fifth grade students. Riley will also implement the Response to Intervention model to target students who may be at-risk and for those who are not meeting state standards. Riley School would like to raise the percentage of all students meeting/exceeding state standards in Math to 82%. Test preparation and English as a Second Language after school clubs will be provided to all third through fifth grade students. Riley will also implement the Response to Intervention model to target students who may be at-risk and for those who are not meeting state standards. Teachers will continue to differentiate instruction and utilize the Berkeley District curriculum maps and recommended teaching methods. Riley School would like to improve the percentage of fifth grade students meeting/exceeding state standards in Writing to 70%. Riley School would like 60% of all third grade students to meet/exceed state standards in Writing. Students will complete weekly extended response activities. Test preparation and English as a Second Language after school clubs will be provided to all third through fifth grade students. Riley will also implement the Response to Intervention model to target students who may be at-risk and for those who are not meeting state standards. Instruction will focus on the Six Traits of Writing and be graded according to the ISAT essay rubrics. ESL instruction will focus on the WIDA English Language Learning Standards and emphasize grade-level vocabulary. Sunnyside Elementary School 2008 Areas of Success Sunnyside meets the State’s Minimum Target Attendance of 90% with a 95.2% attendance rate. Overall the students at Sunnyside School are continuing to meet or exceed the State AYP Minimum Target of 62.5% with an ALL score of 69.5% in Reading and an 85.9% in Mathematics. However, a further analysis of our data divided by subgroups has lead us to discover an area of weakness in our African American (Black) reading scores with 55.4% of students meeting and exceeding the Minimum Target. This is 7.1% below the target scores. This analysis will require us to make significant changes in instructional practices. These instructional changes will be addressed on our School Improvement Plan and will include: CRISS strategies, Differentiated Instruction, Guided Reading and an emphasis on Culturally Relevant teaching. The administrative team met with all grade levels and provided each grade level team with state and local data and “Item Analysis Summaries.” Teachers are using the data to create an action plan that will improve classroom instruction, thus maximize student achievement. Professional development will be continued to help improve these areas. Currently 90% of Sunnyside’s teachers have been trained in CRISS strategies. These strategies provide students with methods that can be used in reading across the curriculum. These strategies are geared to increase motivation, create independent learners, and help instructional practices become more engaging and student centered. The staff has also received professional development in Differentiated Instruction, which will help meet the needs of individual students. Teachers are focusing on students’ individual needs in small groups where learning is geared towards specific skills and strategies. The staff is also receiving information about culturally relevant instruction and will be implementing these practices across the grade levels in order to meet the needs of our diverse student population. Whittier Report Card Addendum Successes 2006-2007 Data 88.7% of 3rd grade students met or exceeded standards on the Math portion of the ISAT. 82.9% of 4th grade students met or exceeded standards on the Math portion of the ISAT. 83.5% of 5th grade students met or exceeded standards on the Math portion of the ISAT. 2007-2008 Goals The objective is to increase the percentage of 3rd, 4th and 5th grade students who meet or exceed standards in Reading to 80% on the 2009 ISAT. The goal is for 3rd, 4th, and 5th grade students to improve in all components tested in Reading on the 2009 ISAT, including Vocabulary Development, Reading Strategies, Reading Comprehension, and Literature. 2008-2009 Strategies Student Activities 1. Students will improve their reading through participating in guided reading groups. 2. Students will improve their reading through learning and experiencing different genres of literature. 3. Students will participate in literature circles to improve overall reading skills by students completing various roles. 4. Teachers will differentiate reading lessons so students are using and developing reading strategies at their particular level. 5. Students will continue to utilize word walls. 6. Students will work on vocabulary development by utilizing CRISS graphic organizers and charts to create various definition maps. 7. Teachers will improve students reading through building their students’ background knowledge prior to participating in a reading activity. 8. Students will participate in several differentiated interventions, which are aligned with best practices, brain-based learning, and current research-based reading methodologies / strategies to increase their overall skills in reading. All Whittier staff members will develop such strategies, utilizing the latest research and proven methods on educating ELL students. Professional Development 1. Teachers and administrators will attend CRISS workshops. 2. A team of Whittier teachers will attend district workshops on differentiated instruction and guided reading. 3. Teachers will participate in guided reading and literature circle workshops outside of the district 4. Teachers and administrators will increase their level of understanding of Response to Intervention (RTI) through school, district, and West 40 RTI workshops. Parent Involvement 1. Parents will participate in the LIP-LEP Parent Program. 2. Parents will participate in Digital Bridges. 3.Parents will participate in Coffee with the Principal, where parents will have an opportunity to develop reading and math strategies to use with their children at home. 4. Parents that volunteer in school programs will participate in a breakfast in May, 2009, hosted by the Whittier faculty. 5. Teachers will make contact with their respective students at least three times, with every child in the school, during the 2008-2009 school year. 6. Parents will participate in parent-teacher conferences. 7. Parents will participate in Whittier evening functions and student achievement ceremonies. MacArthur Middle School, 2008 Success Grades 6, 7, and 8 and all sub-groups made AYP in Math and Reading. Maintained a highly qualified teaching staff aided by a reduction in teacher mobility and assignment of teachers who are certified to teach in the subject area. Provided teacher teams with off-site professional development in critical areas. Provided on-site teacher workshops to meet teacher perceived needs in critical areas. Maintained external educational partnership with Elmhurst College. Received Academic Improvement Award for Exemplary Gains in Performance on the Illinois Learning Standards, 2006-2007. Implemented Differentiated Instruction practices. Planned Improvement: Will continue to align curriculum with Illinois Learning Standards in order to meet No Child Left Behind legislation expectations. To work collaboratively with West 40 for system of support services in the areas of: mathematics and reading instruction and teacher professional development. To insure math instruction is aligned with math curriculum maps at all grade levels. To insure reading instruction is aligned with reading curriculum maps at all grade levels. To improve program support for the special education department. To improve teacher aide professional development. To further expand parental involvement in school improvement planning. To refine implementation of Curriculum Based Measurements to monitor student growth and development. To implement 6th grade Inclusion Pilot where students with IEP’s are fully mainstreamed into regular education classrooms. To fully implement RTI practices for the 2009-2010 school year. To increase student engagement in all educational areas for the 2008-2009 school year. SIP Success Northlake Middle School, 2008 At Northlake Middle Sschool, students take two standardized tests during the school year. The tests are the Illinois Standards Achievement Tests (ISAT) and the Terra Nova. The percentage of NMS students who Meet or Exceed standards in Reading improved slightly from 70.3% to 70.6%. The percentage of NMS students who Meet or Exceed standards in Math improved from 74.5% to 84.4%. The state expectation for these subjects was 62.5%. NMS students performed above the state expectation. For the 2008-2009 school year our school improvement goals expect our students to improve an additional 8% in Reading and Math. The state expectation for this year is 70.5%. At Northlake Middle school, we are striving to improve our vocabulary instruction in order to develop student background knowledge in reading, math and all subject areas. Vocabulary development should lead to an increase in comprehension. We also will be implementing a pilot of an RtI program (Response to Intervention). We will be assessing in the Fall, Winter and Spring for fluency, math, writing and reading comprehension. Please contact me if you would like to review and make suggestions on our school improvement plan or even join the parent school improvement committee of the PTA. Also, you may visit the ISAT data in a more detailed format at the website: IIRC which is the Illinois Interactive Report Card which has a more detailed, analysis of the student achievement data for NMS. Just set your browser to http://iirc.niu.edu/ We will be continuing our monthly Student of the Month recognition assemblies to recognize student achievement and citizenship. Also, the staff will be continuing to work toward developing professional learning communities within the school in order to continue our focus on student learning. Furthermore, we shall continue to develop lesson plans which lead to more engaging student experiences as well as more co-teaching and co-planning experiences in an effort to be more effective in our teaching and our student learning in reading and math. At NMS math and reading data from the ISAT and the Terra Nova suggest that we have been continuing rather large gains in math, but we are performing at a lesser level of success in reading. We have been exceeding state expectations and will continue to strive to help our students become the best learners they can be. District-wide Areas of Success and Goals for Improvement District #87 students continue to show strengths in math achievement and all schools in District #87 made Adequate Yearly Progress (AYP) in math. While the state requirement is 62.5% meets or exceeds on the ISAT the District #87 math scores are above that standard for every school and at every grade. The reading performance of students in sixth through eighth grades shows that the students are making Adequate Yearly Progress with reading achievement of sixth grade students at – 77.6%; seventh grade students – 75.4%; and eighth grade students – 80%; meets and exceeds for the ALL group in 2008 on the ISAT test. Goals for Improvement District #87 will adopt a new reading curriculum at the elementary grades that addresses five components of reading development: phonics, phonemic awareness, vocabulary, fluency, and comprehension. District #87 teachers will continue to implement research based instructional strategies for differentiate learning and engage students in classroom activities. A reading coach will work with teachers to provide support in areas of need as identified through the process of data analysis. A special education coach will work with teachers to provide support in the areas of need identified through data analysis. District #87 teachers will participate in professional development in the areas of need as determined by data analysis. Teachers new to the district will participate in Foundations classes that are developed to support the goals and initiatives of the district.