1. Academic Report 2007/2008 AYP

2. Adequate Yearly Progress

3. Adequate Yearly Progress

4. Adequate Yearly Progress (AYP)
Spring 2008 Test Results
62.5 % or Safe Harbor
Subjects – Reading and Math

5. As a whole, the District did not make adequate yearly progress.
District AYP Data
As a whole, the District did not make adequate yearly progress.
Reading Our Score AYP Target
Students with Disabilities % 44.6%
Math
Students with Disabilities % 52.4%
Economically Disadvantaged 59.7% 62.5%

6. Adequate Yearly Progress
Schools that made AYP:
Balmoral Elementary School
Coretta Scott King Magnet School
Crete Elementary
Crete-Monee Middle School
Crete-Monee Sixth Grade Center
Monee Elementary School
Talala Elementary School

7. 2007 vs Reading
Increased Scores in
3rd, 5th, 6th, 7th Grades

8. Increased scores in 4th, 6th, 7th Grades
2007 vs Math

9. Trend Data Reading & Math
Due to reconfiguration, we have only two years of trend data for our current K-5 elementary schools, Coretta Scott King, and our Sixth Grade Center
4th & 7th grades have 3 years of testing data.
Only 3rd, 8th & 11th grades have 5 years of testing data.

10. Two Year Data Reading Grades 3-11 Math District-wide 22 Scores*
12 increases
3 increases > 10%
11 increases
9 decreases
4 decreases > 10%
11 decreases
3 decreases > 10%
* One Reading score remained the same

11. Two Year District Cohort Data Reading & Math
Current Grade Levels
Except for our current 5th grade students, cohort scores decreased in Math
Cohort scores increased in Reading

12. District Reading vs. State Averages
The 3rd, 4th, 5th, 6th, 7th, and 8th grade Reading scores are slightly below state averages.
The 11th grade score is significantly below the state average.

13. District Math vs. State Averages
The 3rd and 4th grade scores are slightly above state averages. The 5th, 6th, 7th, and 8th grade scores are within single digits of the state average. The 11th grade score is well below the state average.

14. School Scores Above State Averages
Reading
Math
Balmoral
3rd
4th
Crete
Monee
Talala
5th
Coretta Scott King
3rd, 4th, 5th, 8th
3rd, 4th, 5th, 6th, 8th
Sixth Grade Center
Crete-Monee Middle School

15. Crete-Monee High School
AYP
Decrease in scores from 2007
Implementation of Restructuring Plan

16. Crete-Monee High School
Did not make AYP in the following areas:
Reading Subgroups
All
White
Black
Economically Disadvantaged*
Math Subgroups
Black*
* Did not make AYP in 2007

17. Comparisons to 2007 Reading
Subgroups
2007
2008
All
60.6%
34.3%
White
73.6%
51.5%
Black
50.4%
23.5%
Economically Disadvantaged
41.7%
23.0%

18. Comparison to 2007 Math Subgroup 2007 2008 All 45.8% 34.2% White 65.5%
57.6%
Black
29.7%
19.3%
Economically Disadvantaged
27.4%
23.6%

19. Contributing Factors Junior Class 2007 vs. 2008 EPAS History WorkKeys
Years in District
EPAS History
WorkKeys
Grade Reclassification
Staffing Changes in Math and English
Implementation Dip with SpringBoard

20. ACT Composite decreased for both groups
Years in District
Year
2007
2008
Grade Entered
K-6th
7th-11th
Percent of Class
46%
48%
54%
51% #
112
158
133
168
ACT Composite
20.4
18.2
17.3
More students tested
ACT Composite decreased for both groups
ACT Average decreased

21. Reading
Decrease of 1.4
Math
Decrease of 1.2

22. Reading
50% of students not scoring in the 5-7 range
Math
Clear decrease in scores in the 5-7 range

23. PSAE = ACT + WorkKeys To make AYP, students need to score a minimum of
in Reading and Math
For 2008, our ACT averages were
Reading 18.2
Math 17.6
WorkKeys scores needed to be higher than 5 to compensate for the lower ACT scores

24. Grade Reclassification
AYP Reading
AYP Math
S 1
S 2
Juniors
Tested
2008
128 65 63
11% (7)
6% (4)
2007 74 47 27
11% (3)
7% (2)
Significant increase in the number of students who were not classified as juniors in their third year of high school. +54
50% of those students became juniors at 2nd semester.
More students in this group took the test compared to
Students in this situation do not pass the test.
The number of students in this group who did not meet AYP doubled
This number was equivalent to 20% of the junior class.

25. How does this happen?
Students fail second semester Sophomore English and Geometry.
They could not retake courses until the Fall – no summer school
Reclassified students as juniors with half a credit of geometry.
Had not taken any Algebra II.

27. New English Program SpringBoard
This instructional program maps what successful students should know and be able to do at each grade level to succeed in AP courses and college.
SpringBoard uses a systematic approach to:
Increase rigor in the curriculum
Improve diversity in AP courses
Prepare students to succeed in AP and college courses
Challenge and engage all students

28. Implementation
Teachers were provided a week long training in the summer of 2007.
Teachers were given time that summer to develop and write model instructional units for the upcoming year.
Representatives met with administrators to address needs and concerns of staff.
We customized professional development for summer of 2008 for new and returning staff.
New programs have implementation dips.

29. Plan for Improvement
Additional Reading classes for identified struggling readers in grades 9-11
Training all teachers to use Reading strategies in their classes
Math tutorials/directed study halls during the school day for students who need Math support
Daily WorkKeys problems in English and Math classes. Students are tested every two weeks
ACT readings in U.S. History classes – junior level course
Double periods of math for Algebra I and Geometry students who need extra time with those subjects
Common planning time for teachers to look at student achievement data, identify students who need support, and determine interventions
Changed our classification for Juniors - Enrollment in Algebra II
Summer school approved by Board of Education
Communicating with students the importance of test scores. Students need to have a better understanding of what the scores mean and the implications the scores have on their plans beyond high school

30. November Benchmark Assessment Data Gates McGinitie - Grades 6-11
ThinkLink – Grades 3-8
Aimsweb – Grades K-6
Strategies for Improvement
Response to Intervention

31. December
ACT
Averages
Subgroups
Comparisons to Surrounding Districts

32. Strategic Priority Indicator When Baseline Target Current
Strategic Priority
Indicator
When
Baseline
Target
Current
Reporting Department
Provide an effective instructional program to ensure growth for every student.
AYP / ISAT / PSAE
Annually
67 (R ) / 73.2 (M)
5% +
Curriculum & Instruction
Graduation Rate
Dropout Rate
K-5 Retention Rate
6-12 Failure Rate
Semester
EXPLORE/Plan/ACT
2x per year
Aimsweb
K-8 Benchmark Assessment
9-11 Benchmark Assessment
Student Attendance
Safe Schools
Discipline Referrals
Student Engagement
Attract and retain quality staff in a self-renewing organization.
Staff Retention
Human Resources
Continuing Education/PD
Professional Development
Grievances
Staff Satisfaction
Engage community partnerships.
Student Satisfaction
Communications
Parent Satisfaction
Make effective, efficient, and equitable use of resources.
Budget/Actual
Business
Annual Financial Report
Yearly Fund Balances
State Financial Profile Rating