##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Karen Hindman]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Frank C. Whiteley School]{.underline}

(As it should appear in the official records)

School Mailing Address [4335 Haman Avenue]{.underline}

(If address is P.O. Box, also include street address)

[Hoffman Estates IL 60195-1306]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 847 ) 963-7200]{.underline} Fax [( 847 ) 963-7206]{.underline}

Website/URL [www.ccsd15.net]{.underline} Email
<hindmank@ccsd15.k12.il.us>

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date

(Principal's Signature)

*Private Schools: If the information requested is not applicable, write
N/A in the space.*

Name of Superintendent [Dr. John G. Conyers]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Community Consolidated School District 15]{.underline}
Tel. [( 847 ) 963-3000]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Paula Mikula]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [14]{.underline} Elementary
schools

Middle schools

[3]{.underline} Junior high schools

High schools

[1]{.underline} K-8

[1]{.underline} Alternative school

[19]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,358.00]{.underline}

Average State Per Pupil Expenditure: [\$7,926.00]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**       64        62                     **126**      **7**                             

  **1**       30        37                     **67**       **8**                             

  **2**       39        50                     **89**       **9**                             

  **3**       52        63                     **115**      **10**                            

  **4**       45        40                     **85**       **11**                            

  **5**       46        34                     **80**       **12**                            

  **6**       46        45                     **91**       **Other**                         

                                    **TOTAL                                                   653
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [63.8]{.underline} % White

the students in the school: [1.8]{.underline} % Black or African
American

[13.6]{.underline} % Hispanic or Latino

[20.8]{.underline} % Asian/Pacific Islander

[0.0]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [8.44
%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 25
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 33
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        58
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    687
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0844
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    8.44
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [22]{.underline}
%

[145]{.underline} Total Number Limited English Proficient

Number of languages represented: [26]{.underline}

Specify languages: Ambaric, Arabic, Cantonese, Farsi, Finnish, German,
Greek, Gujarati, Hindi, Ibo/Igbo, Japanese, Kannada, Lithuanian,
Malayalam, Mandarin, Pilipino, Polish, Romanian, Russian, Serbian,
Spanish, Taiwanese, Tamil, Teluga, Thai, and Ukrainian.

9\. Students eligible for free/reduced-priced meals: [15 %]{.underline}

[97]{.underline} Total Number Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [10]{.underline} %

[67]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism [1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [10]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [43]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

[11]{.underline} Behavior/Emotional Impairment

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [2]{.underline} [0]{.underline}

Classroom teachers [27]{.underline} [2]{.underline}

Special resource teachers/specialists [10]{.underline} [7]{.underline}

Paraprofessionals [11]{.underline} [0]{.underline}

> Support staff [7]{.underline} [0]{.underline}
>
> Total number [54]{.underline} [9]{.underline}

12\. Student-"classroom teacher" ratio: [24:1]{.underline}

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 96.2%       96.2%       96.5%       95.9%       95.8%

  Daily teacher attendance 92.0%       91.6%       89.0%       88.2%       89.2%

  Teacher turnover rate    2.8%        5.6%        16%         7%          12.5%

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III ‑ SUMMARY]{.underline}**

Frank C. Whiteley School (FCW), in Hoffman Estates, Illinois, is located
approximately 30 miles northwest of Chicago. A K-6 elementary building
with over 700 students, Whiteley is dedicated to a mission of "producing
world-class learners by building a connected learning community."

FCW is part of Community Consolidated School District 15, a K-8 public
school system serving more than 13,000 children from seven communities
of differing ethnic and socio-economic levels. At FCW, we are proud of
our diversity because we believe FCW students learn and grow from
interacting with others from different backgrounds and experiences. Our
students come from backgrounds that are educationally, culturally,
economically, and geographically diverse. More than 36 percent of our
students come from minority backgrounds. Our students speak 26 different
languages, with 22 percent considered limited-English-proficient. We are
a bilingual kindergarten center for the district; students in our
bilingual Spanish kindergarten program are assigned to our school from
outside our immediate attendance boundaries. We also serve students who
are eligible for a gifted and talented program (from both within and
outside our immediate attendance boundaries) in a grade three/four
multiage classroom. FCW houses a special preschool program, the Early
Childhood Developmental Enrichment Center (ECDEC), a cooperative program
of six school districts, for children three and four years old who are
considered at risk for educational failure. We provide a wide range of
special education services in our school. In and out of the classroom,
specialists assist students who have learning or behavioral/emotional
needs, physical or orthopedic needs, speech and language needs,
developmental needs, or hearing needs.

FCW is a "connected learning community." Our parents are partners with
the faculty and staff in supporting their child's education. Last year,
parents volunteered an estimated 14,613 hours. Our PTA provides a wide
array of programs and activities that involve the school, home, and
community, including multicultural and recycling programs, blood drives,
assemblies that support the school's curriculum and civic beliefs
program, sponsorship of club activities, and fund-raising drives to
support community food banks and charities. We offer special parent
orientation sessions for our Spanish- and Japanese-speaking families
delivered in their native language. We solicit the voices of all FCW
stakeholders and use surveys and focus group sessions to listen and
learn about changing needs and expectations. Our spring 2002 Parent
Survey showed 97 percent of parents assigned our school a grade of "A"
or "B." Annually, a Conditions of Teaching and Shared Decision-Making
survey is administered to certified staff to assess their overall
satisfaction related to safety, morale, physical conditions of the
building, communication, level of personal satisfaction, and opinions
related to shared decision-making. In the March 2003 survey, 98 percent
of certified staff expressed satisfaction with FCW.

Our entire community works together to ensure that students receive
world-class educational opportunities that will enable them to meet and
exceed state standards and attain success in their future educational
and career endeavors. Our school partners with William Rainey Harper
College to provide English-as-a-Second-Language classes for parents
during the school day. Not only do these classes provide valuable
language instruction, but they also encourage and welcome parents to
come into their child's school. We also partner with Fremd High School
and local universities and colleges, accepting aspiring teachers into
our classrooms as interns and student teachers. We bring in the Hoffman
Estates Police Department and Cook County Sheriff's Department for
safety programs, LifeSource for blood drives, the American Heart
Association, UNICEF and United Way to support local agencies that serve
our children, and area doctors and dentists to meet the needs of all our
students.

Our faculty is committed to the process of continuous improvement. We
are a member of the Koalaty Kid Alliance, a national organization
focused on a student-centered approach to process improvements. Our
School Improvement Planning process has enhanced classroom instruction
and student learning using the Plan-Do-Study-Act (PDSA) cycle. Goal
teams meet regularly to review process data and make recommendations for
adjusting instructional practices. Systematically implementing the PDSA
cycle has made a marked difference in the quality of instruction and
learning at FCW as evidenced by higher test scores and increased parent
and student satisfaction.

**[PART IV ‑ INDICATORS OF ACADEMIC SUCCESS]{.underline}**

1\. FCW students achieve at high levels on state and national
assessments. Every student participates in state, national, and local
assessments through a variety of measurements.

Students in grades three and five take the Illinois Standards
Achievement Test (ISAT), a criterion-referenced test, in the areas of
reading, mathematics, and writing. Students in grade four take the ISAT
in science and social sciences. Our ISAT results indicate FCW students
outperform the district and state in all tested areas. ISAT was first
administered in its current form in the 1998-1999 school year. Outcome
data is disaggregated for all demographic groups and analyzed in light
of the district's rigorous performance targets: 1) *At least 90 percent
of the students who have been in the district for one year meet or
exceed all Illinois Learning Standards*, and 2) *There are no
significant differences between student groups in meeting or exceeding
all Illinois Learning Standards for students who have been in the
district at least one year*. FCW exceeds these performance targets. One
hundred percent of the students who have been in FCW for a year or more
meet or exceed standards in third-grade reading and mathematics and
fifth-grade mathematics. In addition, results for the period beginning
in 1998-1999 show an upward trend in the percent of students achieving
at the "exceeds" level for third-grade math, fifth-grade reading, and
fifth-grade math.

Students in grades two, four, and six participate in the Iowa Tests of
Basic Skills (ITBS) as well as the Cognitive Abilities Test (CogAT).
Data are reported in reading, language, and mathematics. Figure 7

displays national curve equivalent average scores for the past five
years in reading and math. Results show that FCW students have
significantly higher NCE scores in both reading and math, ranging from
one-third to a full standard deviation above the national average. In
2002, students who were enrolled in our school for less than one year
scored an average ITBS reading NCE of 45.0 and math NCE of 47.0,
compared to an average reading NCE of 66.4 and math NCE of 74.3 for
students who have been at FCW for more than a year. These scores
demonstrate the exceptional value FCW adds to student achievement.

When analyzing the ITBS data in Figures 3 and 4, fourth-grade reading
and math subscores for limited-English-proficient (LEP) students, and
Figures 5 and 6, sixth-grade reading and math subscores for LEP, it is
important to note that in 1999-2000, we served as a self-contained
Spanish bilingual program site for Grades 4-6. Spanish-speaking students
came to FCW from other schools in our district. As seen in Figures 5 and
6, LEP students who entered our sixth-grade program in 1999-2000 scored
an average NCE of 20.1 in reading and 36.7 in math. After these students
had been at FCW for one year, their achievement significantly increased
to an average reading NCE of 47.7 and to 47.5 in math. FCW is
successfully meeting the needs and closing the gap for our
limited-English-proficient students through quality instruction.

Since 2000-2001, LEP students take the Language Proficiency Test Series
(LPTS) each year starting in kindergarten. This test provides
assessments in English listening/speaking, reading, and writing. We use
this assessment to closely monitor English language progress and to
determine readiness for exiting the bilingual program (LEP students at
FCW exit the bilingual program in three years or less). The LPTS
considers a proficient speaker one who is at or above the 50 percent
level. Level 4 Reading students are consid­ered ready to transition into
all-English literacy without ESL support. This level constitutes mastery
of expository texts, including the ability to respond to critical
thinking and high-level items correctly. FCW students demonstrate
significant growth in English skills after only one year in our program.
In 2001, 47 percent of LEP students and in 2002, 77 percent were at or
above the 50th percentile, indicating they were profi­cient English
speakers. In 2001, 47 percent were at Level 4 Reading and in 2002, 50
percent achieved Level 4.

LEP students take the Illinois Measure of Annual Growth in English
(IMAGE), designed to measure growth in reading and writing English, in
grades three through six. Mathematics was added in the school year 2002.
Students who took these tests have been in either a Transitional
Bilingual Education (TBE) or a Transition Program of Instruction (TPI)
program for at least six months but less than three years. To accurately
assess growth, students must take the IMAGE test two years or more in a
row. FCW students made between l.5 to 5 years growth in English
proficiency from 2000-01 to 2001-02 (Figure 14).

2\. Data drives all school improvement decisions at FCW. The annual
school improvement process gives FCW staff an opportunity to review
schoolwide assessment results. We use the *Charting the Course*
framework, based on Covey's two-cycle process of diagnosis and design,
along with the Malcolm Baldrige criteria to align student and
stakeholder needs, curriculum, best practices, strategies, core
processes, culture and organizational results to achieve system
improvement. FCW focuses on the district's strategic goals to ensure a
comprehensive schoolwide assessment profile. Individual teachers, SIP
goal teams, grade-level teams, and administration analyze in-process and
trend data to monitor progress toward our goals. The Plan-Do-Study-Act
(PDSA) improvement cycle is an established and well-tested method to
identify priorities that enable us to move from current performance to
target performance. Through the PDSA cycle, we define the system, assess
the current situation, analyze cause, try out the improvement theory,
study the results, standardize improvement, and plan for continuous
improvement. At FCW, instructional decisions are made and driven based
on data. Faculty members study and use in-process data to continuously
improve learning and student achievement. The school's improvement plan
and PDSA cycle is posted prominently in the faculty lounge for all to
see. Quality tools, associated with the principles of Deming's Total
Quality Management (TQM), are used at the building, class, and student
level to identify root causes and organize data to help us better
understand gaps in performance. Students at FCW are able to develop
PDSAs to improve their own achievement, using quality tools to collect
and analyze their own data. Students maintain quality folders, and
classes set benchmark goals in curriculum areas to improve their overall
learning. Students become cognizant of their learning goals and
responsible for achieving them. Our on-line Educational Data Warehouse
allows the principal to access trend data for the school, grade level,
class, or individual student. Using state and local resources, FCW can
compare its test results to other schools with the same demographics in
order to benchmark other schools' effective programs and practices.

3\. At FCW, we communicate assessment results, student performance
information, and news about our school to parents and community in a
variety of ways. Each year, we publish our school report card on the
district Web site as well as mail copies home to our families. The
academic achievement results for the Illinois Standards Achievement Test
are presented along with demographic, instructional, and financial
information. The principal includes a description of the annual School
Improvement Plan (SIP) goals and action plans. To expand parent
understanding of these important tests and SIP goals, the principal
presents an overview of the results and their interpretation at a
general PTA meeting. Chicago area newspapers publish results, which
allow community members to make comparisons. Parents also receive an
individual report of their child's scores with explanations of ISAT,
IMAGE and ITBS/CogAT assessments and results. Parents are encouraged to
call the teacher or principal if they have questions regarding their
child's results or need further clarification on their meaning. Families
new to our school receive the school report card in their welcoming
packet along with other pertinent information. The principal
communicates assessment data and student performance information monthly
in the school's PTA newsletter. This newsletter includes school
information translated into Spanish and Japanese. Special orientation
meetings are held for our second-language populations where school
information is translated into their native language to facilitate
communication. We also publish a community newsletter, which is mailed
annually to every residence within the school's attendance boundaries
giving community members information about student performance results.
A district *Shareholders' Report* highlighting student achievement
results and overall organizational results is mailed to residents once a
year. Classroom teachers share a significant amount of assessment
information with parents and students. Computerized student progress
reports are distributed three times a year. Teachers share assessment
criteria and standards with parents at the fall orientation.
Individualized parent/teacher conferences are scheduled in November and
additional conferences are available to parents throughout the year. All
teachers have a phone in their own classrooms with 24-hour voice mail,
e-mail, and all have created their own Web pages to better communicate
with parents. They use assignment notebooks, weekly reports, and
newsletters to share classroom assessments with students and parents and
share strategies to support student learning.

4\. If FCW School is fortunate enough to be selected as a *No Child Left
Behind---Blue Ribbon School*, we have developed an action plan for
sharing our quality and effective programs and practices. We have
teachers willing to present practices with data results at national
conferences such as ASQ, NAESP, and ASCD. We will work closely with
District 15's director of communications as well as the media to publish
articles in professional magazines or journals to highlight the success
of our programs. FCW has available school packets with information,
data, and descriptions of programs and practices. We have made a video
highlighting our reading intervention program and would be willing to
film additional videos helping others to better visualize how we use
"best practices" and proven teaching strategies to improve learning and
achievement for all students. As a *No Child Left* *Behind---Blue Ribbon
School*, we would become a site for interested professionals to visit
and view, firsthand, our exemplary programs and practices. We already
have welcomed other schools, schools in our district and other personnel
into our classrooms to talk with students, teachers, parents, and
administrators. It is a routine practice in District 15 that visitors
are welcome and our schools are open so we may learn from one another.
Our Web site can be easily accessed to obtain a variety of information
about our school. Web site visitors can access teacher Web pages, learn
about school activities, programs, and upcoming events.

**[PART V ‑ CURRICULUM AND INSTRUCTION]{.underline}**

1\. The curriculum at Frank C. Whiteley School (FCW) is aligned to and
driven by Illinois State Standards and District 15 Learner Statements.
Our curriculum reflects the community's high expectations for children's
intellectual and personal growth.

A strong language arts core curriculum is pervasive throughout the
student's day. We ensure that each student receives 120 minutes of daily
language arts instruction. Teachers use a balanced literacy model for
reading, which includes daily word study, guided and shared reading,
independent reading and fluency, and integrated writing. During guided
reading instruction, teachers use flexible grouping to teach and
reinforce essential skills. Writing instruction focuses on the writing
process through writer's workshop, guided practice, and independent
writing where students write expository, persuasive and personal
narratives demonstrating the application of skills and knowledge
learned. Teachers also use technology and software programs to support
and extend student writing skills, particularly with students who may
need a different learning approach.

We use the *Everyday Mathematics*, *SRA--Math Explorations and
Applications*, and the *Transitions* programs and align our math
curriculum with the National Council of Teachers of Mathematics
Standards and Illinois State Standards. Fundamental to our curriculum
are computation skills, math concepts, problem-solving, and critical
thinking. Teachers use other resources, such as Exemplars and AIMS
Activities, which support "best practices" and are research based.
High-achieving math students in grades three through six are offered an
accelerated math program to support a deeper learning of concepts and
skills beyond the essential skills we expect all students to acquire.
Last year, 37 percent of our sixth graders placed in accelerated
mathematics at the junior high. Math is embedded into all content areas
by engaging students in graphing, mapping, estimating, data collection,
and applying geometric concepts in social studies, science, reading,
physical education, and art.

At FCW, teachers engage students in science through inquiry-based
instruction. Our curriculum is aligned to the National Science Education
Standards, Illinois State Standards, and District 15's Learner
Statements. We use a hands-on approach to learning through units which
allow students to ask questions, construct ideas, and demonstrate their
understanding of knowledge, facts, concepts, theories, and science
principles that exist in the natural world. Teachers use a variety of
resources such as the unique District 15 Space Shuttle program, which
offers avenues to apply technology skills and problem-solving skills
through a simulated launch. Students interviewed NASA astronauts and
assisted with real experiments used on a Space Shuttle flight. Visits to
other local resources such as a marsh, nature center, the Field Museum
of Natural History, Adler Planetarium, and Shedd Aquarium enrich our
students' knowledge of this content area and enable students to become
scientifically literate. Last year, 94 percent of our fourth-grade
students met or exceeded state standards in science.

Our social studies curriculum provides children with opportunities to
respond to experiential activities through research, debate, dialogue,
and written reactions. Teachers facilitate lessons that enable children
to understand their position in the community and the world, be
culturally aware, and draw parallels from history. Third graders use
*Story Path* to simulate the impact a business may have in a rural
setting, and fourth graders use a variety of multimedia tools to
research states, geography, climate, resources, and history. Fifth and
sixth graders use *History Alive* to provide hands-on learning
experiences that enhance understanding of the politics and economics of
colonies and ancient civilizations. Last year, 94 percent of our
fourth-grade students met or exceeded state standards in social science.

All students receive instruction in the areas of visual art, music,
dance, drama, technology, and physical education. Choral and
instrumental music instruction supports the content areas and expands
the core music curriculum. Children in all grade levels participate in
musical productions that are presented for the community. Students in
fifth and sixth grades have the opportunity to participate in band and
orchestra programs with small group lessons provided. Technology skills
are developed through coordinated activities that support learning and
the curriculum. Students work toward meeting the district's technology
goals set by the National Educational Technology Standards for Students.

At FCW we offer Spanish, Japanese, and French foreign languages in a
club format. This year, we have 161 students taking a foreign language.
These programs have increased interactions between our Spanish- and
Japanese-speaking children as they learn how to communicate with one
another.

2\. This year, District 15 adopted the "Trophies" series of books and
collateral materials from Harcourt Publishers, which is closely aligned
to the Illinois State Standards and the District 15 Learner Statements.
This program supports two of the district's student performance
targets: 1) *Every student entering kindergarten in District 15 reads at
or above grade level when completing second grade,* and 2) *At least 90
percent of students who have been in the district for one year will meet
or exceed all Illinois learning standards.* "Trophies" is a
research-based, developmental reading program which features an
organized approach to teaching reading skills and supports the
district's balanced literacy approach to reading. The foundation of the
program is its collection of high-quality literature including both
fiction and nonfiction texts. The literature is organized to progress in
difficulty, and students are exposed to a variety of genres. The program
provides formal and informal assessments so teachers can easily monitor
student progress. On-line resources for teachers and parents are
available. In the area of word study, this program focuses on spelling,
phonics (in the lower grades), and vocabulary development. For
shared/guided reading, whole-class lessons teach strategies for
effective reading and small group lessons focus on specific student
needs. During independent reading, students read individually, choosing
books at their own level. We also use the Accelerated Reader program as
another resource to support the teaching of essential reading skills and
strategies. In writing, teachers use a combination of shared, guided,
and independent writing activities to support the learning of essential
skills. Language arts skills are also integrated with reading
instruction to teach a variety of writing forms, grammar usage, and
mechanics and spelling skills. This program allows teachers a great deal
of flexibility to differentiate instruction and respond to individual
student needs. It provides materials specifically to support readers who
are significantly below grade level as well as students who are
second-language learners. Students who need additional reading support
are identified in several ways, including classroom-based assessments,
classroom performance, teacher referrals, and reading inventory testing.
We proactively address the needs of these students at all grade levels
with reading intervention programs designed to help students learn and
apply appropriate reading strategies across all curriculum areas (Part
V-4).

3\. FCW is proud of its diversity and success with accelerating English
language literacy while valuing the child's social and cultural
knowledge. Instruction is designed to parallel the appropriate
grade-level curriculum and is closely aligned with Illinois State
Standards and District 15 Learner Statements. We are a district site for
four self-contained bilingual kindergarten classes for Spanish speakers.
We offer a Transitional Bilingual Education (TBE) program that provides
instruction in Spanish native literacy and English as a Second Language.
In our Spanish-language kindergarten program, the emphasis is on
literacy and math skills with the same expectations and curriculum as
English-speaking students. For oral language development, 20-30 minutes
each day of ESL instruction is provided. Formal Spanish literacy and
informal English literacy is taught throughout the kindergarten program.
Math and social studies instruction is delivered in Spanish, with
science being taught using a Sheltered English approach. Our
kindergarten classrooms have English-speaking "buddy" classes to provide
opportunities for children to practice their developing English with
native English speakers. We administer the Illinois Snapshot of Early
Literacy, (ISEL) in Spanish and English to all kindergarten students to
determine their literacy needs. In January, we then screen students to
determine eligibility for specialized reading intervention programs
available in Spanish and English (V-4). We offer a TBE program for
Japanese students, where they receive most of their instruction in the
regular classroom but have access to a Japanese teacher to provide
native language support. A Transitional Program of Instruction (TPI) is
offered for students who speak languages other than Spanish or Japanese.
Content is provided in the student's native language for the
understanding of basic and accelerated concepts. Students in our grades
K-6 English Language Learners (ELL) and TPI programs are supported by
two teachers utilizing a push-in or pull-out model based on student
needs. Students who remain in our school for grades K-6 exit the
bilingual program within three years. Teachers use multiple assessment
tools throughout the year to determine individual learning needs. Our
strong commitment to achievement for students who speak a language other
than English is evident in the growth shown on both the LPTS and IMAGE
assessment results. Our TBE, TPI and ELL curriculums are successfully
addressing language and academic needs as we strive to meet the District
Student Performance Target: *There is no significant difference between
student groups in meeting or exceeding all Illinois Learning Standards
for students who have been in the district for one year.*

4\. An important part of instruction in our school and District 15 is an
innovative, strategic reading intervention program that has successfully
helped accelerate reading skills in low-achieving kindergarten through
sixth-grade students by teaching appropriate reading strategies. The
program also helps us respond to the challenge created by our diversity
and directly addresses the District's rigorous Student Performance
Targets, such as "*Every student entering kindergarten in District 15
reads at or above grade level when completing second grade."* In the
2000-2001 school year, a fulltime reading specialist was added to our
staff to support these specialized reading programs. Paraprofessionals,
who implement the K-2 programs, are trained, coached, and supervised by
the reading specialist. These programs serve students who represent the
lowest performing seven to ten percent of the grade-level population.
KIP (Kindergarten Intervention Program), and KIP-S (Spanish) provides 15
minutes daily of intensive one-on-one instruction; FLIP (First-Grade
Literacy Intervention Program) provides 30 minutes of daily one-on-one
sessions; and SAIL (Second-grade Acceleration in Literacy) provides
alternating, daily one-on-one and small group 30-minute sessions
focusing on recognition skills, phonics, blending, fluency, and
comprehension. We have seen significant growth as a result of these
intensive reading intervention programs. In 2002, 93 percent of second
graders read at grade level, compared to 82 percent in 2001. At‑risk
students' reading limitations are now being addressed in kindergarten
and first grade, so fewer students are being identified in higher
grades. The skills taught in these intervention programs are closely
integrated into the balanced literacy program taught in all our
classrooms. This improvement in teaching reading skills to all has
reduced the number from 14 bilingual kindergarten students identified as
at-risk readers in 2002 to only five in 2003. For at-risk readers in
grades three through six, we use the Soar to Success program that
stresses reading comprehension by teaching strategies such as
clarifying, predicting, questioning, and summarizing. Students meet with
the reading specialist four to five times a week in small groups for
30-45 minute sessions. In 2001, 22 out of 25 students exited the program
reading at grade level, and in 2002, 20 out of 22 exited. Through our
reading intervention programs, in-process data collection, and
instructional decisions based on individual needs, we are closing the
gap for our low-achieving students as well as increasing achievement for
all children in reading.

5\. A high-performing staff is a key goal related to District 15's
fundamental purpose of producing world-class learners. Continual
improvement requires systems designed to support and encourage
opportunities for employee growth and learning throughout our school and
district. To ensure support of the district's strategic plan, all staff
development activities must address skills that will help teachers
accomplish the student performance targets. Through the application of
the National Staff Development Council Standards for Staff Development,
we seek to better understand and implement effective staff development
practices. FCW staff development activities are aligned to the goals in
our School Improvement Plan (SIP). Building staff development committees
design activities and expend resources based on their contribution to
achieving the goals of the SIP. This year, our staff identified four SIP
goal areas: 1) improve expository writing, 2) improve reading
comprehension, 3) improve extended writing responses for both reading
and mathematics, and 4) improve student enthusiasm for reading. Staff
development activities, such as whole faculty study groups, quality
tools training, training on the implementation of our new reading
program, and training on extended writing strategies have taken place
during faculty meetings, teacher institutes, in-district workshops where
faculty attend presentations by nationally recognized consultants
(Marzano, Gentry), and during teacher-release activities. Teachers'
professional growth plans and Illinois certification plans also align
with the school's improvement plan. Through careful identification and
alignment of our professional development activities, in one year we saw
an increase in third-grade writing on the ISAT from 69% to 80% meeting
and exceeding standards. Student reading at both the third and fifth
grades has increased through our focus on balanced literacy and
cognitive reading strategies. Quality tools and PDSA are now being used
at the student level, and special education teachers have been trained
to use multi-sensory approaches to teach reading and behavioral
strategies. Teachers new to our district participate in the Teacher
Induction/Mentoring Program throughout their four-year probationary
period. This program includes separate tracks for beginning and
experienced teachers new to our district so that they will be well
prepared to seek National Board Certification.

**National Norm-Referenced Test**

**Grade**: 2 READING **Test**: Iowa Tests of Basic Skills

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

**IOWA SECOND-GRADE READING**

+---------------------------+------+---+---+------+------+---+---+------+
| #                         | ## 2 |   | # |      | ## 1 |   | # |      |
|                           | 001- |   | # |      | 999- |   | # |      |
|                           | 2002 |   |   |      | 2000 |   |   |      |
|                           |      |   | 2 |      |      |   | 1 |      |
|                           |      |   | 0 |      |      |   | 9 |      |
|                           |      |   | 0 |      |      |   | 9 |      |
|                           |      |   | 0 |      |      |   | 8 |      |
|                           |      |   | - |      |      |   | - |      |
|                           |      |   | 2 |      |      |   | 1 |      |
|                           |      |   | 0 |      |      |   | 9 |      |
|                           |      |   | 0 |      |      |   | 9 |      |
|                           |      |   | 1 |      |      |   | 9 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| ## Testing Month          | ##   |   | # |      | ##   |   | # |      |
|                           | Febr |   | # |      | Febr |   | # |      |
|                           | uary |   |   |      | uary |   |   |      |
|                           |      |   | F |      |      |   | F |      |
|                           |      |   | e |      |      |   | e |      |
|                           |      |   | b |      |      |   | b |      |
|                           |      |   | r |      |      |   | r |      |
|                           |      |   | u |      |      |   | u |      |
|                           |      |   | a |      |      |   | a |      |
|                           |      |   | r |      |      |   | r |      |
|                           |      |   | y |      |      |   | y |      |
+---------------------------+------+---+---+------+------+---+---+------+
| ## SCHOOL SCORES          |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Total or Composite Score  | 70.6 |   | 7 |      | 68.1 |   | 6 |      |
|                           |      |   | 0 |      |      |   | 9 |      |
|                           |      |   | . |      |      |   | . |      |
|                           |      |   | 6 |      |      |   | 7 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Number of students tested | 96   |   | 7 |      | 83   |   | 9 |      |
|                           |      |   | 4 |      |      |   | 3 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Percent of total students | 90%  |   | 9 |      | 98%  |   | 9 |      |
| tested                    |      |   | 6 |      |      |   | 9 |      |
|                           |      |   | % |      |      |   | % |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Number of students        | 9    |   | 3 |      | 2    |   | 1 |      |
| excluded                  |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Percent of students       | 10%  |   | 4 |      | 2%   |   | 1 |      |
| excluded                  |      |   | % |      |      |   | % |      |
+---------------------------+------+---+---+------+------+---+---+------+
| **SUBTEST SCORES**        |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Reading Total             | 66.4 |   | 6 |      | 64.1 |   | 6 |      |
|                           |      |   | 4 |      |      |   | 6 |      |
|                           |      |   | . |      |      |   | . |      |
|                           |      |   | 2 |      |      |   | 1 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| **SUBGROUP SCORES         |      |   |   |      |      |   |   |      |
| (Second-Language          |      |   |   |      |      |   |   |      |
| Learners)**               |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Reading                   | 57.0 |   | 3 |      | 47.6 |   | 4 |      |
|                           |      |   | 8 |      |      |   | 5 |      |
|                           |      |   | . |      |      |   | . |      |
|                           |      |   | 3 |      |      |   | 3 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| ## NATIONAL SCORES        |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Total or Composite Score  | 50   |   | 5 |      | 50   |   | 5 |      |
| (MEAN)                    |      |   | 0 |      |      |   | 0 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| SUBTEST SCORES            |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Reading                   | 50   |   | 5 |      | 50   |   | 5 |      |
|                           |      |   | 0 |      |      |   | 0 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| ## STANDARD DEVIATIONS    |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Total or Composite        | 2    |   | 2 |      | 2    |   | 2 |      |
| Standard Deviation        | 1.06 |   | 1 |      | 1.06 |   | 1 |      |
|                           |      |   | . |      |      |   | . |      |
|                           |      |   | 0 |      |      |   | 0 |      |
|                           |      |   | 6 |      |      |   | 6 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| SUBTEST STANDARD          |      |   |   |      |      |   |   |      |
| DEVIATIONS                |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Reading                   | 2    |   | 2 |      | 2    |   | 2 |      |
|                           | 1.06 |   | 1 |      | 1.06 |   | 1 |      |
|                           |      |   | . |      |      |   | . |      |
|                           |      |   | 0 |      |      |   | 0 |      |
|                           |      |   | 6 |      |      |   | 6 |      |
+---------------------------+------+---+---+------+------+---+---+------+

**Figure 1**

**National Norm-Referenced Test**

**Grade**: 2 MATHEMATICS **Test**: Iowa Tests of Basic Skills

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

**IOWA SECOND-GRADE MATHEMATICS**

+---------------------------+------+---+---+------+------+---+---+------+
| #                         | ## 2 |   | # |      | ## 1 |   | # |      |
|                           | 001- |   | # |      | 999- |   | # |      |
|                           | 2002 |   |   |      | 2000 |   |   |      |
|                           |      |   | 2 |      |      |   | 1 |      |
|                           |      |   | 0 |      |      |   | 9 |      |
|                           |      |   | 0 |      |      |   | 9 |      |
|                           |      |   | 0 |      |      |   | 8 |      |
|                           |      |   | - |      |      |   | - |      |
|                           |      |   | 2 |      |      |   | 1 |      |
|                           |      |   | 0 |      |      |   | 9 |      |
|                           |      |   | 0 |      |      |   | 9 |      |
|                           |      |   | 1 |      |      |   | 9 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| ## Testing Month          | ##   |   | # |      | ##   |   | # |      |
|                           | Febr |   | # |      | Febr |   | # |      |
|                           | uary |   |   |      | uary |   |   |      |
|                           |      |   | F |      |      |   | F |      |
|                           |      |   | e |      |      |   | e |      |
|                           |      |   | b |      |      |   | b |      |
|                           |      |   | r |      |      |   | r |      |
|                           |      |   | u |      |      |   | u |      |
|                           |      |   | a |      |      |   | a |      |
|                           |      |   | r |      |      |   | r |      |
|                           |      |   | y |      |      |   | y |      |
+---------------------------+------+---+---+------+------+---+---+------+
| ## SCHOOL SCORES          |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Total or Composite Score  | 70.6 |   | 7 |      | 68.1 |   | 6 |      |
|                           |      |   | 0 |      |      |   | 9 |      |
|                           |      |   | . |      |      |   | . |      |
|                           |      |   | 6 |      |      |   | 7 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Number of students tested | 96   |   | 7 |      | 81   |   | 9 |      |
|                           |      |   | 4 |      |      |   | 3 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Percent of total students | 90%  |   | 9 |      | 95%  |   | 9 |      |
| tested                    |      |   | 6 |      |      |   | 9 |      |
|                           |      |   | % |      |      |   | % |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Number of students        | 9    |   | 3 |      | 4    |   | 1 |      |
| excluded                  |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Percent of students       | 10%  |   | 4 |      | 5%   |   | 1 |      |
| excluded                  |      |   | % |      |      |   | % |      |
+---------------------------+------+---+---+------+------+---+---+------+
| **SUBTEST SCORES**        |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Mathematics Total         | 72.9 |   | 7 |      | 69.9 |   | 7 |      |
|                           |      |   | 4 |      |      |   | 2 |      |
|                           |      |   | . |      |      |   | . |      |
|                           |      |   | 6 |      |      |   | 7 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| **SUBGROUP SCORES         |      |   |   |      |      |   |   |      |
| (Second-Language          |      |   |   |      |      |   |   |      |
| Learners)**               |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Mathematics               | 85.3 |   | 6 |      | 69.6 |   | 6 |      |
|                           |      |   | 2 |      |      |   | 7 |      |
|                           |      |   | . |      |      |   | . |      |
|                           |      |   | 0 |      |      |   | 0 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| ## NATIONAL SCORES        |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Total or Composite Score  | 50   |   | 5 |      | 50   |   | 5 |      |
| (MEAN)                    |      |   | 0 |      |      |   | 0 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| SUBTEST SCORES            |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Mathematics               | 50   |   | 5 |      | 50   |   | 5 |      |
|                           |      |   | 0 |      |      |   | 0 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| ## STANDARD DEVIATIONS    |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Total or Composite        | 2    |   | 2 |      | 2    |   | 2 |      |
| Standard Deviation        | 1.06 |   | 1 |      | 1.06 |   | 1 |      |
|                           |      |   | . |      |      |   | . |      |
|                           |      |   | 0 |      |      |   | 0 |      |
|                           |      |   | 6 |      |      |   | 6 |      |
+---------------------------+------+---+---+------+------+---+---+------+
| SUBTEST STANDARD          |      |   |   |      |      |   |   |      |
| DEVIATIONS                |      |   |   |      |      |   |   |      |
+---------------------------+------+---+---+------+------+---+---+------+
| Mathematics               | 2    |   | 2 |      | 2    |   | 2 |      |
|                           | 1.06 |   | 1 |      | 1.06 |   | 1 |      |
|                           |      |   | . |      |      |   | . |      |
|                           |      |   | 0 |      |      |   | 0 |      |
|                           |      |   | 6 |      |      |   | 6 |      |
+---------------------------+------+---+---+------+------+---+---+------+

**Figure 2**

**National Norm-Referenced Test**

**Grade**: 4 READING **Test**: Iowa Tests of Basic Skills

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

**IOWA FOURTH-GRADE READING**

<table>
<colgroup>
<col style="width: 38%" />
<col style="width: 8%" />
<col style="width: 3%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 3%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-10"></h1></td>
<td colspan="2"><h2 id="section-11">2002-03</h2></td>
<td colspan="2"><h2 id="section-12">2001-02</h2></td>
<td colspan="3"><h2 id="section-13">2000-01</h2></td>
<td colspan="2"><h2 id="section-14">1999-00</h2></td>
<td colspan="2"><h2 id="section-15">1998-99</h2></td>
</tr>
<tr class="even">
<td><h2 id="testing-month-2">Testing Month</h2></td>
<td colspan="2"><h2 id="october">October</h2></td>
<td colspan="2"><h2 id="october-1">October</h2></td>
<td colspan="3"><h2 id="october-2">October</h2></td>
<td colspan="2"><h2 id="october-3">October</h2></td>
<td colspan="2"><h2 id="february-8">February</h2></td>
</tr>
<tr class="odd">
<td><h2 id="school-scores-2">SCHOOL SCORES</h2></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td>Total or Composite Score</td>
<td colspan="2">70.6</td>
<td colspan="2">67.2</td>
<td colspan="3">71.8</td>
<td colspan="2">61.7</td>
<td colspan="2">65.8</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">78</td>
<td colspan="2">95</td>
<td colspan="3">111</td>
<td colspan="2">118</td>
<td colspan="2">127</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td colspan="2">92%</td>
<td colspan="2">95%</td>
<td colspan="3">94%</td>
<td colspan="2">96%</td>
<td colspan="2">100%</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td colspan="2">7</td>
<td colspan="2">5</td>
<td colspan="3">7</td>
<td colspan="2">5</td>
<td colspan="2">0</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td colspan="2">8%</td>
<td colspan="2">5%</td>
<td colspan="3">6%</td>
<td colspan="2">4%</td>
<td colspan="2">0%</td>
</tr>
<tr class="odd">
<td colspan="12"><strong>SUBTEST SCORES</strong></td>
</tr>
<tr class="even">
<td>Reading Total</td>
<td colspan="2">66.9</td>
<td colspan="2">64.8</td>
<td colspan="3">68.5</td>
<td colspan="2">63.8</td>
<td colspan="2">62.7</td>
</tr>
<tr class="odd">
<td colspan="12"><strong>SUBGROUP SCORES (Second-Language
Learners)</strong></td>
</tr>
<tr class="even">
<td>Reading</td>
<td colspan="2">34.0</td>
<td colspan="2">None</td>
<td colspan="3">26.3</td>
<td colspan="2">27.1</td>
<td colspan="2">39.5</td>
</tr>
<tr class="odd">
<td colspan="12"><h2 id="national-scores-2">NATIONAL SCORES</h2></td>
</tr>
<tr class="even">
<td>Total or Composite Score (MEAN)</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="odd">
<td colspan="12">SUBTEST SCORES</td>
</tr>
<tr class="even">
<td>Reading</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="odd">
<td><h2 id="standard-deviations-2">STANDARD DEVIATIONS</h2></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Total or Composite Standard Deviation</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
<td colspan="3">21.06</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
</tr>
<tr class="odd">
<td colspan="12">SUBTEST STANDARD DEVIATIONS</td>
</tr>
<tr class="even">
<td>Reading</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
<td colspan="3">21.06</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
</tr>
</tbody>
</table>

**Figure 3**

**National Norm-Referenced Test**

**Grade**: 4 MATHEMATICS **Test**: Iowa Tests of Basic Skills

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

**IOWA FOURTH-GRADE MATHEMATICS**

<table>
<colgroup>
<col style="width: 38%" />
<col style="width: 8%" />
<col style="width: 3%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 3%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-16"></h1></td>
<td colspan="2"><h2 id="section-17">2002-03</h2></td>
<td colspan="2"><h2 id="section-18">2001-02</h2></td>
<td colspan="3"><h2 id="section-19">2000-01</h2></td>
<td colspan="2"><h2 id="section-20">1999-00</h2></td>
<td colspan="2"><h2 id="section-21">1998-99</h2></td>
</tr>
<tr class="even">
<td><h2 id="testing-month-3">Testing Month</h2></td>
<td colspan="2"><h2 id="october-4">October</h2></td>
<td colspan="2"><h2 id="october-5">October</h2></td>
<td colspan="3"><h2 id="october-6">October</h2></td>
<td colspan="2"><h2 id="october-7">October</h2></td>
<td colspan="2"><h2 id="february-9">February</h2></td>
</tr>
<tr class="odd">
<td><h2 id="school-scores-3">SCHOOL SCORES</h2></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td>Total or Composite Score</td>
<td colspan="2">70.6</td>
<td colspan="2">67.2</td>
<td colspan="3">71.8</td>
<td colspan="2">61.7</td>
<td colspan="2">65.8</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">78</td>
<td colspan="2">95</td>
<td colspan="3">111</td>
<td colspan="2">118</td>
<td colspan="2">123</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td colspan="2">92%</td>
<td colspan="2">85%</td>
<td colspan="3">94%</td>
<td colspan="2">96%</td>
<td colspan="2">97%</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td colspan="2">7</td>
<td colspan="2">5</td>
<td colspan="3">7</td>
<td colspan="2">5</td>
<td colspan="2">4</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td colspan="2">8%</td>
<td colspan="2">5%</td>
<td colspan="3">6%</td>
<td colspan="2">4%</td>
<td colspan="2">3%</td>
</tr>
<tr class="odd">
<td colspan="12"><strong>SUBTEST SCORES</strong></td>
</tr>
<tr class="even">
<td>Mathematics Total</td>
<td colspan="2">75.9</td>
<td colspan="2">69.5</td>
<td colspan="3">70.6</td>
<td colspan="2">58.9</td>
<td colspan="2">66.3</td>
</tr>
<tr class="odd">
<td colspan="12"><strong>SUBGROUP SCORES (Second-Language
Learners)</strong></td>
</tr>
<tr class="even">
<td>Mathematics</td>
<td colspan="2">73.0</td>
<td colspan="2">None</td>
<td colspan="3">40.1</td>
<td colspan="2">38.4</td>
<td colspan="2">76.3</td>
</tr>
<tr class="odd">
<td colspan="12"><h2 id="national-scores-3">NATIONAL SCORES</h2></td>
</tr>
<tr class="even">
<td>Total or Composite Score (MEAN)</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="odd">
<td colspan="12">SUBTEST SCORES</td>
</tr>
<tr class="even">
<td>Mathematics</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="odd">
<td><h2 id="standard-deviations-3">STANDARD DEVIATIONS</h2></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Total or Composite Standard Deviation</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
<td colspan="3">21.06</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
</tr>
<tr class="odd">
<td colspan="12">SUBTEST STANDARD DEVIATIONS</td>
</tr>
<tr class="even">
<td>Mathematics</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
<td colspan="3">21.06</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
</tr>
</tbody>
</table>

**Figure 4**

**National Norm-Referenced Test**

**Grade**: 6 READING **Test**: Iowa Tests of Basic Skills

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

**IOWA SIXTH-GRADE READING**

<table>
<colgroup>
<col style="width: 38%" />
<col style="width: 8%" />
<col style="width: 3%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 3%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-22"></h1></td>
<td colspan="2"><h2 id="section-23">2002-03</h2></td>
<td colspan="2"><h2 id="section-24">2001-02</h2></td>
<td colspan="3"><h2 id="section-25">2000-01</h2></td>
<td colspan="2"><h2 id="section-26">1999-00</h2></td>
<td colspan="2"><h2 id="section-27">1998-99</h2></td>
</tr>
<tr class="even">
<td><h2 id="testing-month-4">Testing Month</h2></td>
<td colspan="2"><h2 id="october-8">October</h2></td>
<td colspan="2"><h2 id="october-9">October</h2></td>
<td colspan="3"><h2 id="october-10">October</h2></td>
<td colspan="2"><h2 id="october-11">October</h2></td>
<td colspan="2"><h2 id="february-10">February</h2></td>
</tr>
<tr class="odd">
<td><h2 id="school-scores-4">SCHOOL SCORES</h2></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td>Total or Composite Score</td>
<td colspan="2">68.1</td>
<td colspan="2">69.3</td>
<td colspan="3">65.2</td>
<td colspan="2">62.4</td>
<td colspan="2">66.6</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">90</td>
<td colspan="2">93</td>
<td colspan="3">119</td>
<td colspan="2">105</td>
<td colspan="2">98</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td colspan="2">99%</td>
<td colspan="2">96%</td>
<td colspan="3">94%</td>
<td colspan="2">98%</td>
<td colspan="2">100%</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td colspan="2">1</td>
<td colspan="2">4</td>
<td colspan="3">8</td>
<td colspan="2">2</td>
<td colspan="2">0</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td colspan="2">1%</td>
<td colspan="2">4%</td>
<td colspan="3">6%</td>
<td colspan="2">2%</td>
<td colspan="2">0%</td>
</tr>
<tr class="odd">
<td colspan="12"><strong>SUBTEST SCORES</strong></td>
</tr>
<tr class="even">
<td>Reading Total</td>
<td colspan="2">63.6</td>
<td colspan="2">65.2</td>
<td colspan="3">60.6</td>
<td colspan="2">62.9</td>
<td colspan="2">65.4</td>
</tr>
<tr class="odd">
<td colspan="12"><strong>SUBGROUP SCORES (Second-Language
Learners)</strong></td>
</tr>
<tr class="even">
<td>Reading</td>
<td colspan="2">45.0</td>
<td colspan="2">None</td>
<td colspan="3">47.7</td>
<td colspan="2">20.1</td>
<td colspan="2">49.0</td>
</tr>
<tr class="odd">
<td colspan="12"><h2 id="national-scores-4">NATIONAL SCORES</h2></td>
</tr>
<tr class="even">
<td>Total or Composite Score (MEAN)</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="odd">
<td colspan="12">SUBTEST SCORES</td>
</tr>
<tr class="even">
<td>Reading</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="odd">
<td><h2 id="standard-deviations-4">STANDARD DEVIATIONS</h2></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Total or Composite Standard Deviation</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
<td colspan="3">21.06</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
</tr>
<tr class="odd">
<td colspan="12">SUBTEST STANDARD DEVIATIONS</td>
</tr>
<tr class="even">
<td>Reading</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
<td colspan="3">21.06</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
</tr>
</tbody>
</table>

**Figure 5**

**National Norm-Referenced Test**

**Grade**: 6 MATHEMATICS **Test**: Iowa Tests of Basic Skills

**Edition/publication year**: 1996 **Publisher**: Riverside Publishing

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years
(students took the IPT in years 1998-2000, and LPTS beginning in the
2000-01 school year) may not be included.

**Number and percent excluded:** See table below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

IOWA SIXTH-GRADE MATHEMATICS

<table>
<colgroup>
<col style="width: 38%" />
<col style="width: 8%" />
<col style="width: 3%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 3%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-28"></h1></td>
<td colspan="2"><h2 id="section-29">2002-03</h2></td>
<td colspan="2"><h2 id="section-30">2001-02</h2></td>
<td colspan="3"><h2 id="section-31">2000-01</h2></td>
<td colspan="2"><h2 id="section-32">1999-00</h2></td>
<td colspan="2"><h2 id="section-33">1998-99</h2></td>
</tr>
<tr class="even">
<td><h2 id="testing-month-5">Testing Month</h2></td>
<td colspan="2"><h2 id="october-12">October</h2></td>
<td colspan="2"><h2 id="october-13">October</h2></td>
<td colspan="3"><h2 id="october-14">October</h2></td>
<td colspan="2"><h2 id="october-15">October</h2></td>
<td colspan="2"><h2 id="february-11">February</h2></td>
</tr>
<tr class="odd">
<td><h2 id="school-scores-5">SCHOOL SCORES</h2></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td>Total or Composite Score</td>
<td colspan="2">68.1</td>
<td colspan="2">69.3</td>
<td colspan="3">65.2</td>
<td colspan="2">62.4</td>
<td colspan="2">66.6</td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="2">90</td>
<td colspan="2">93</td>
<td colspan="3">119</td>
<td colspan="2">105</td>
<td colspan="2">97</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td colspan="2">99%</td>
<td colspan="2">96%</td>
<td colspan="3">94%</td>
<td colspan="2">98%</td>
<td colspan="2">99%</td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td colspan="2">1</td>
<td colspan="2">4</td>
<td colspan="3">8</td>
<td colspan="2">2</td>
<td colspan="2">1</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td colspan="2">1%</td>
<td colspan="2">4%</td>
<td colspan="3">6%</td>
<td colspan="2">2%</td>
<td colspan="2">1%</td>
</tr>
<tr class="odd">
<td colspan="12"><strong>SUBTEST SCORES</strong></td>
</tr>
<tr class="even">
<td>Mathematics Total</td>
<td colspan="2">67.3</td>
<td colspan="2">68.3</td>
<td colspan="3">65.2</td>
<td colspan="2">60.5</td>
<td colspan="2">64.3</td>
</tr>
<tr class="odd">
<td colspan="12"><strong>SUBGROUP SCORES (Second-Language
Learners)</strong></td>
</tr>
<tr class="even">
<td>Mathematics</td>
<td colspan="2">65.0</td>
<td colspan="2">None</td>
<td colspan="3">47.5</td>
<td colspan="2">36.7</td>
<td colspan="2">43.3</td>
</tr>
<tr class="odd">
<td colspan="12"><h2 id="national-scores-5">NATIONAL SCORES</h2></td>
</tr>
<tr class="even">
<td>Total or Composite Score (MEAN)</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="odd">
<td colspan="12">SUBTEST SCORES</td>
</tr>
<tr class="even">
<td>Mathematics</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="odd">
<td><h2 id="standard-deviations-5">STANDARD DEVIATIONS</h2></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>Total or Composite Standard Deviation</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
<td colspan="3">21.06</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
</tr>
<tr class="odd">
<td colspan="12">SUBTEST STANDARD DEVIATIONS</td>
</tr>
<tr class="even">
<td>Mathematics</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
<td colspan="3">21.06</td>
<td colspan="2">21.06</td>
<td colspan="2">21.06</td>
</tr>
</tbody>
</table>

**Figure 6**

**NCE ITBS Trend Data**

Frank C. Whiteley School

  ------------------------ --------- --------- --------- -------- ---------
                                                                  

  **Second**               Feb 99    Oct 99    Feb-01    Feb-02   Feb-02

  Avg. NCE Reading Total   66.1      64.1      64.2      66.4     

  Avg. NCE Math Total      72.7      69.9      74.6      72.9     

                                                                  

  **Fourth**               Feb 99    Oct 99    Oct 00    Oct 01   Oct 02

  Avg. NCE Reading Total   62.7      63.8      68.5      64.8     66.9

  Avg. NCE Math Total      66.3      58.9      70.6      69.5     75.9

                                                                  

  **Sixth**                Feb 99    Oct 99    Oct 00    Oct 01   Oct 02

  Avg. NCE Reading Total   65.4      62.9      60.6      65.2     63.6

  Avg. NCE Math Total      64.3      60.5      65.2      68.3     67.3

                                                                  

                                                                  

  standard deviation = 21  \>1/3     1/3       2/3       one      
  points                                                          

  \*color indicates how                                           
  much the average NCE                                            
  mean of the tested group                                        
  is above the average                                            
  mean of 50                                                      
  ------------------------ --------- --------- --------- -------- ---------

**Figure 7**

**State Criterion-Referenced Test**

**Grade**: 3 READING **Test**: Illinois Standards Achievement Test
(ISAT)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing? Why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.

**Number Excluded**: Number represents students who took no state
assessments

**Percent Excluded**: See table below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

# ISAT THIRD-GRADE READING

+---------------------------+---------+---------+---------+---------+
|                           | 20      | 20      | 19      | 19      |
|                           | 01-2002 | 00-2001 | 99-2000 | 98-1999 |
+---------------------------+---------+---------+---------+---------+
| Testing month             | April   | April   | F       | F       |
|                           |         |         | ebruary | ebruary |
+---------------------------+---------+---------+---------+---------+
| # SCHOOL                  |         |         |         |         |
| SCORES {#school-scores-6} |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Exceeds Standards         | 38%     | 30%     | 45%     | 37%     |
+---------------------------+---------+---------+---------+---------+
| Meets Standards           | 51%     | 51%     | 44%     | 51%     |
+---------------------------+---------+---------+---------+---------+
| Total Meets/Exceeds       | 89%     | 81%     | 89%     | 88%     |
| Standards                 |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Number of students tested | 81      | 94      | 99      | 101     |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 99%     | 99%     | 98%     | 99%     |
| tested                    |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Number of students        | 0       | 0       | 0       | 1       |
| excluded                  |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 0%      | 0%      | 0%      | 1%      |
| excluded                  |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| **SUBGROUP SCORES**       |         |         |         |         |
| (Limited English          |         |         |         |         |
| Proficient)               |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| See IMAGE chart           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| # STATE SCORES            |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Exceeds Standards         | 19%     | 19%     | 21%     | 17%     |
+---------------------------+---------+---------+---------+---------+
| Meets Standards           | 44%     | 43%     | 41%     | 44%     |
+---------------------------+---------+---------+---------+---------+
| Total Meets/Exceeds       | 63%     | 62%     | 62%     | 61%     |
| Standards                 |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 95%     | 95%     | 85%     | 87%     |
| tested                    |         |         |         |         |
+---------------------------+---------+---------+---------+---------+

Figure 8

**State Criterion-Referenced Test**

**Grade**: 3 MATH **Test**: Illinois Standards Achievement Test (ISAT)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing? Why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.

**Number Excluded**: Number represents students who took no state
assessments

**Percent Excluded**: See table below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

# ISAT THIRD-GRADE MATH

+---------------------------+---------+---------+---------+---------+
|                           | 20      | 20      | 19      | 19      |
|                           | 01-2002 | 00-2001 | 99-2000 | 98-1999 |
+---------------------------+---------+---------+---------+---------+
| Testing month             | April   | April   | F       | F       |
|                           |         |         | ebruary | ebruary |
+---------------------------+---------+---------+---------+---------+
| # SCHOOL                  |         |         |         |         |
| SCORES {#school-scores-7} |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Exceeds Standards         | 62%     | 37%     | 54%     | 44%     |
+---------------------------+---------+---------+---------+---------+
| Meets Standards           | 32%     | 61%     | 40%     | 49%     |
+---------------------------+---------+---------+---------+---------+
| Total Meets/Exceeds       | 94%     | 98%     | 94%     | 93%     |
| Standards                 |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Number of students tested | 82      | 87      | 100     | 101     |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 99%     | 92%     | 99%     | 99%     |
| tested                    |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Number of students        | 0       | 0       | 0       | 1       |
| excluded                  |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 0%      | 0%      | 0%      | 1%      |
| excluded                  |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| **SUBGROUP SCORES**       |         |         |         |         |
| (Limited English          |         |         |         |         |
| Proficient)               |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| See IMAGE chart           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| # STATE SCORES            |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Exceeds Standards         | 30%     | 28%     | 23%     | 21%     |
+---------------------------+---------+---------+---------+---------+
| Meets Standards           | 44%     | 46%     | 46%     | 47%     |
+---------------------------+---------+---------+---------+---------+
| Total Meets/Exceeds       | 74%     | 74%     | 69%     | 68%     |
| Standards                 |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 95%     | 88%     | 86%     | 88%     |
| tested                    |         |         |         |         |
+---------------------------+---------+---------+---------+---------+

Figure 9

**State Criterion-Referenced Test**

**Grade**: 5 READING **Test**: Illinois Standards Achievement Test
(ISAT)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing? Why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.

**Number Excluded**: Number represents students who took no state
assessments

**Percent Excluded**: See table below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

# ISAT FIFTH-GRADE READING

+---------------------------+---------+---------+---------+---------+
|                           | 20      | 20      | 19      | 19      |
|                           | 01-2002 | 00-2001 | 99-2000 | 98-1999 |
+---------------------------+---------+---------+---------+---------+
| Testing month             | April   | April   | F       | F       |
|                           |         |         | ebruary | ebruary |
+---------------------------+---------+---------+---------+---------+
| # SCHOOL                  |         |         |         |         |
| SCORES {#school-scores-8} |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Exceeds Standards         | 43%     | 45%     | 31%     | 33%     |
+---------------------------+---------+---------+---------+---------+
| Meets Standards           | 45%     | 36%     | 50%     | 44%     |
+---------------------------+---------+---------+---------+---------+
| Total Meets/Exceeds       | 88%     | 81%     | 81%     | 77%     |
| Standards                 |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Number of students tested | 91      | 110     | 116     | 93      |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 100%    | 96%     | 87%     | 89%     |
| tested                    |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Number of students        | 0       | 0       | 5       | 1       |
| excluded                  |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 0%      | 0%      | 4%      | \<1%    |
| excluded                  |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| **SUBGROUP SCORES**       |         |         |         |         |
| (Limited English          |         |         |         |         |
| Proficient)               |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| See IMAGE chart           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| # STATE SCORES            |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Exceeds Standards         | 22%     | 25%     | 20%     | 24%     |
+---------------------------+---------+---------+---------+---------+
| Meets Standards           | 37%     | 34%     | 39%     | 37%     |
+---------------------------+---------+---------+---------+---------+
| Total Meets/Exceeds       | 59%     | 59%     | 59%     | 61%     |
| Standards                 |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 97%     | 97%     | 91%     | 93%     |
| tested                    |         |         |         |         |
+---------------------------+---------+---------+---------+---------+

**Figure 10**

**State Criterion-Referenced Test**

**Grade**: 5 MATH **Test**: Illinois Standards Achievement Test (ISAT)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing? Why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.

**Number Excluded**: Number represents students who took no state
assessments

**Percent Excluded**: See table below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

# ISAT FIFTH-GRADE MATH

+---------------------------+---------+---------+---------+---------+
|                           | 20      | 20      | 19      | 19      |
|                           | 01-2002 | 00-2001 | 99-2000 | 98-1999 |
+---------------------------+---------+---------+---------+---------+
| Testing month             | April   | April   | F       | F       |
|                           |         |         | ebruary | ebruary |
+---------------------------+---------+---------+---------+---------+
| # SCHOOL                  |         |         |         |         |
| SCORES {#school-scores-9} |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Exceeds Standards         | 28%     | 18%     | 9%      | 1%      |
+---------------------------+---------+---------+---------+---------+
| Meets Standards           | 65%     | 72%     | 74%     | 77%     |
+---------------------------+---------+---------+---------+---------+
| Total Meets/Exceeds       | 93%     | 90%     | 83%     | 78%     |
| Standards                 |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Number of students tested | 91      | 97      | 116     | 93      |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 100%    | 85%     | 87%     | 89%     |
| tested                    |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Number of students        | 0       | 0       | 5       | 1       |
| excluded                  |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 0%      | 0%      | 4%      | \<1%    |
| excluded                  |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| **SUBGROUP SCORES**       |         |         |         |         |
| (Limited English          |         |         |         |         |
| Proficient)               |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| See IMAGE chart           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| # STATE SCORES            |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Exceeds Standards         | 8%      | 6%      | 5%      | 3%      |
+---------------------------+---------+---------+---------+---------+
| Meets Standards           | 55%     | 55%     | 52%     | 53%     |
+---------------------------+---------+---------+---------+---------+
| Total Meets/Exceeds       | 63%     | 61%     | 57%     | 56%     |
| Standards                 |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
|                           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| Percent of students       | 97%     | 95%     | 92%     | 93%     |
| tested                    |         |         |         |         |
+---------------------------+---------+---------+---------+---------+

**Figure 11**

**State Criterion-Referenced Test**

**Grade**: 3, 4, 5 Reading (Level I) **Test**: Illinois Measure of
Annual Growth in English (IMAGE)

(all grades above take Level I)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT or IMAGE would not be appropriate (students
take the Illinois Alternate Assessment (IAA)).

**Number excluded**: See table below **Percent excluded**: See table
below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

**Beginning (Level 1)---**Students at this level begin to read and
understand short, simple text supported by illustrations or personal
experiences.

**Strengthening (Level 2)---**Students at this level read and understand
simple text supported by illustrations or personal experiences.

**Expanding (Level 3)---**Students at this level read text with
increasing understanding of abstract and/or unfamiliar content.

**Transitioning (Level 4)---**Students at this level read and understand
an increasing broad range of materials required for academic success.

**IMAGE---GRADES 3, 4, 5 READING (LEVEL I)**

+-------------------------------+------------+------------+------------+
| # Reading Performance Level   | ## 200     | ## 200     | ## 199     |
|                               | 1-2002 {#s | 0-2001 {#s | 9-2000 {#s |
|                               | ection-34} | ection-35} | ection-36} |
+-------------------------------+------------+------------+------------+
| ## Tes                        | ## April   | ## April   | ## Feb     |
| ting Month {#testing-month-6} |            |            | ruary {#fe |
|                               |            |            | bruary-12} |
+-------------------------------+------------+------------+------------+
| ## Scho                       |            |            |            |
| ol Scores {#school-scores-10} |            |            |            |
+-------------------------------+------------+------------+------------+
| Beginning (Level 1)           | 8%         | 27%        | 8%         |
+-------------------------------+------------+------------+------------+
| Strengthening (Level 2)       | 38%        | 31%        | 21%        |
+-------------------------------+------------+------------+------------+
| Expanding (Level 3)           | 15%        | 23%        | 21%        |
+-------------------------------+------------+------------+------------+
| Transitioning (Level 4)       | 38%        | 19%        | 50%        |
+-------------------------------+------------+------------+------------+
| Number of students excluded   | 0          | 0          | 0          |
+-------------------------------+------------+------------+------------+
| Percent of students excluded  | 100%       | 100%       | 100%       |
+-------------------------------+------------+------------+------------+
| ## District Scores            |            |            |            |
+-------------------------------+------------+------------+------------+
| Beginning (Level 1)           | 22%        | 26%        | 36%        |
+-------------------------------+------------+------------+------------+
| Strengthening (Level 2)       | 32%        | 36%        | 31%        |
+-------------------------------+------------+------------+------------+
| Expanding (Level 3)           | 26%        | 24%        | 22%        |
+-------------------------------+------------+------------+------------+
| Transitioning (Level 4)       | 20%        | 14%        | 11%        |
+-------------------------------+------------+------------+------------+
| ## State Scores               |            |            |            |
+-------------------------------+------------+------------+------------+
| Beginning (Level 1)           | 35%        | 33%        | 44%        |
+-------------------------------+------------+------------+------------+
| Strengthening (Level 2)       | 31%        | 36%        | 30%        |
+-------------------------------+------------+------------+------------+
| Expanding (Level 3)           | 21%        | 22%        | 18%        |
+-------------------------------+------------+------------+------------+
| Transitioning (Level 4)       | 12%        | 9%         | 8%         |
+-------------------------------+------------+------------+------------+

#####  {#section-37}

##### Figure 12 

**State Criterion-Referenced Test**

**Grade**: 6 (Level II) **Test**: Illinois Measure of Annual Growth in
English (IMAGE)

(all grades above take Level I)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEP's) indicate that
participation in the ISAT or IMAGE would not be appropriate (students
take the Illinois Alternate Assessment (IAA)).

**Number excluded**: See table below **Percent excluded**: See table
below

**Scores are reported here as (check one):** NCEs Scaled scores
Percentiles

**Beginning (Level 1)---**Students at this level begin to read and
understand short, simple text supported by illustrations or personal
experiences.

**Strengthening (Level 2)---**Students at this level read and understand
simple text supported by illustrations or personal experiences.

**Expanding (Level 3)---**Students at this level read text with
increasing understanding of abstract and/or unfamiliar content.

**Transitioning (Level 4)---**Students at this level read and understand
an increasing broad range of materials required for academic success.

**IMAGE---GRADE 6 READING (LEVEL II)**

+-------------------------------+------------+------------+------------+
| # Reading Performance Level   | ## 200     | ## 200     | ## 199     |
|                               | 1-2002 {#s | 0-2001 {#s | 9-2000 {#s |
|                               | ection-38} | ection-39} | ection-40} |
+-------------------------------+------------+------------+------------+
| ## Tes                        | ## April   | ## April   | ## Feb     |
| ting Month {#testing-month-7} |            |            | ruary {#fe |
|                               |            |            | bruary-13} |
+-------------------------------+------------+------------+------------+
| ## Scho                       |            |            |            |
| ol Scores {#school-scores-11} |            |            |            |
+-------------------------------+------------+------------+------------+
| Beginning (Level 1)           | \*N/A      | 67%        | 44%        |
+-------------------------------+------------+------------+------------+
| Strengthening (Level 2)       | N/A        | 17%        | 44%        |
+-------------------------------+------------+------------+------------+
| Expanding (Level 3)           | N/A        | 17%        | 11%        |
+-------------------------------+------------+------------+------------+
| Transitioning (Level 4)       | N/A        | 0%         | 0%         |
+-------------------------------+------------+------------+------------+
| Number of students excluded   | N/A        | 0          | 0          |
+-------------------------------+------------+------------+------------+
| Percent of students excluded  | N/A        | 100%       | 100%       |
+-------------------------------+------------+------------+------------+
| ## District Scores            |            |            |            |
+-------------------------------+------------+------------+------------+
| Beginning (Level 1)           | 42%        | 36%        | 22%        |
+-------------------------------+------------+------------+------------+
| Strengthening (Level 2)       | 37%        | 29%        | 35%        |
+-------------------------------+------------+------------+------------+
| Expanding (Level 3)           | 17%        | 28%        | 37%        |
+-------------------------------+------------+------------+------------+
| Transitioning (Level 4)       | 3%         | 8%         | 6%         |
+-------------------------------+------------+------------+------------+
| ## State Scores               |            |            |            |
+-------------------------------+------------+------------+------------+
| Beginning (Level 1)           | 54%        | 48%        | 50%        |
+-------------------------------+------------+------------+------------+
| Strengthening (Level 2)       | 30%        | 26%        | 27%        |
+-------------------------------+------------+------------+------------+
| Expanding (Level 3)           | 13%        | 22%        | 21%        |
+-------------------------------+------------+------------+------------+
| Transitioning (Level 4)       | 2%         | 3%         | 3%         |
+-------------------------------+------------+------------+------------+

\*No school percentages available due to only 2 students testing.

#####  {#section-41}

##### Figure 13 

**Frank C. Whiteley**

**2000-01---2001-02 IMAGE Reading Growth**

**State Criterion-Referenced Test**

**Grade**: 3, 4, 5 Reading (Level I) **Test**: Illinois Measure of
Annual Growth in English (IMAGE)

(all grades above take Level I)

**Edition/publication year**: Yearly **Publisher**: State of Illinois

**What groups were excluded from testing, why, and how were they
assessed?** Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT or IMAGE would not be appropriate (students
take the Illinois Alternate Assessment (IAA)).

**2000-01---2001-02 IMAGE READING GROWTH**

+--------------------+--------------------+-----------------------------+
|                    | ## Level I Reading |                             |
+--------------------+--------------------+-----------------------------+
|                    | ## N               | ## Percentage               |
+--------------------+--------------------+-----------------------------+
| 1.5 Years          | 7                  | 47%                         |
+--------------------+--------------------+-----------------------------+
| 2.0 Years          | 5                  | 33%                         |
+--------------------+--------------------+-----------------------------+
| 2.5 Years          | 2                  | 13%                         |
+--------------------+--------------------+-----------------------------+
| 5.0 Years          | 1                  | 6%                          |
+--------------------+--------------------+-----------------------------+

\*Growth can only be determined if students\
took the IMAGE test two years in a row.

Figure 14