Dwight D. Eisenhower Junior High School

 

School Information

School Name:  Dwight D. Eisenhower Junior High School
District Name: Schaumburg Community Consolidated School District 54
School Address:  800 W. Hassell Road, Hoffman Estates, IL 60169
School Phone:  847-357-5500
School Fax:  847-357-5501
Principal:  Mrs. Pamela C. Samson
Principal email:  PamelaSamson@sd54.org

 

Demographics

Number of Students:  587
Number Eligible for Free and Reduced Lunch:  19.7%
Percent of Limited English Proficient:  9.8%
Percent of Special Education:  15%
Racial/Ethnic Percentages:
- White  42.2%
- Black  12.1%
- Hispanic  24.9%
- Asian/Pacific Island  .14%
- Other  5.40%

 

Student Achievement Data:

All grades, All scores	ISAT Achievement Data % Meets and Exceeds (State/District/Eisenhower)
2005-06	69/80/78
2006-07	77/87/86
2007-08	79/90/91

 

	ISAT Achievement Data % Meets and Exceeds (State/District/Eisenhower)
Grade 7	Reading	Math
2005-06	72/81/81	76/90/88
2006-07	73/86/83	79/92/93
2007-08	78/88/89	80/92/95

 

	ISAT Achievement Data % Meets and Exceeds (State/District/Eisenhower)
Grade 8	Reading	Math
2005-06	79/88/84	78/89/87
2006-07	82/90/93	81/92/92
2007-08	81/91/89	80/91/94

 

Please comment on any aspect of the data that you believe is particularly significant.

Each year before the start of school, Eisenhower’s School Leadership Team meets at the Schaumburg School District 54 Data Retreat. Data from the current and past years of ISAT and MAP testing is sorted and analyzed. These data are utilized to create our Illinois School Improvement Plan, which also consists of SMART goals meet the curricular needs of our students. Our data continues to show students that have significant growth on the MAP test will continue to meet or exceed on ISAT testing in both 7th and 8th grades. Mathematic testing data, in particular, has shown growth in the following subgroups: IEP, LEP, Black, and Low Income. These subgroups continue to meet and exceed on mathematics ISAT. This information is also significant because Eisenhower Junior High School has representation from every subgroup included within ISAT data and Adequate Yearly Progress (AYP) subgroups.

Measure of Academic Progress (MAP) assessment is given three times per school year to analyze areas of proficiency in mathematics and reading. Data is collected and analyzed to develop tiered interventions. These interventions are aligned with mandated Federal RtI requirements. MAP data is utilized to form and develop guided reading groups. In addition, teachers use data with their students to set goals and assess progress throughout the school year. Student goals are shared bi-yearly, with parents, at Student-Led Conferences. MAP data is also analyzed both yearly and year-to-year to show academic proficiency.

ACCESS is utilized for assessing our English Language Learners (ELL). ACCESS is a standards-based, criterion referenced English language proficiency test designed to measure social and academic proficiency in English. The test assesses social and instructional English, as well as, the language associated with language arts, mathematics, science and social studies within the school context across the four language domains. Data is collected and utilized for appropriate classroom placement and student transitioning.

Beyond academic data, Eisenhower Junior High School also has behavioral trend data that is analyzed on a monthly and year-to-year basis. Eisenhower uses the Positive Behaviors and Intervention Supports (PBIS) school management system. PBIS data is collected and entered through the School Wide Information System (SWIS). The data collected from SWIS shows students’ behavioral data using a three-tiered model of intervention. Data can be analyzed in a variety of ways from individual to school wide based on number of referrals and/or type of referral. These data are analyzed to provide positive behavior interventions. The data has shown that academic time has increased significantly since the inception of PBIS in 2006.

 

Please present additional information that indicates your efforts to build a professional learning community have had a positive impact on students and/or teachers.

Eisenhower has built, and continues to develop, a Professional Learning Community through the following processes:

Staff Development:

- All staff trained in Professional Learning Communities by the DuFours
- Anthony Muhammad – An educational consultant who meets with team/school five times per school year
- Staff trained by District in Sheltered English Instruction- To meet the academic needs of ELL students within the classroom
- Staff trained in Universal and Secondary teams of PBIS-Positive Behaviors Intervention and Support System used for consistency of behavioral expectations
- District-wide staff development every Wednesday
- District offers variety of monthly staff development classes for Salary Lane Credit
- School Leadership Team- Asked to present at PLC training in district, out of district and at Board meeting to highlight PLC accomplishments and endeavors

Planning/ Teams:

- Bi-weekly team and department meetings
- Yearly Data Retreat to analyze ISAT data
- School Leadership Team with representation from various grade and subject areas
- Child Study Team- RtI, Special Services

Instruction:

- Co-teaching in language arts and mathematics
- Instructional Assistant support in social studies and science
- English Language Learner students are co-taught in social studies
- Extended math class times (60 and 80 minutes)
- Dual Language program (Spanish)
- Restructured teacher: Co-teaching, individual teaching, re-teaching, pre-teaching_Advocacy (Wednesdays 9:00am-9:20am) Utilized for goal setting, student-led conference preparation, career building and PBIS/ Cool Tools
- Daily Media Student Announcements- Televised daily reporting

Academic/ Social Clubs:

- Student Council- developing student leaders for tomorrow’s society
- N.E.S.T.- Nice and Easy Study Time- after school every Tuesday and Thursday
- Mathletes- Math Club- after school on Mondays
- Reading Club- Silent reading time offered before school on Tuesdays and Thursdays
- GEMS- Girls Engaged in Math and Science-Offered after school per a grant from Motorola
- Future City-Engineering Club- Boys develop a future city using engineering and science applications
- Walking Club- Engages health and fitness curriculum
- Soccer Club- Engages health, fitness and cultural awareness
- Yearbook Club- Develop yearbook of annual activities
- PBIS Ambassadors- Participate in a variety of activities that promote PBIS
- School Newspaper Club- Students research, interview, investigate and report on school related topics

 

Please elaborate strategies you have found to be effective in the following areas:

1. Monitoring student learning on a timely basis.

- SMART Goals
- Power Standards
- School Improvement Plan
- Teacher RtI student data sheet
- D and F grade list
- Common assessments in all subject areas.
- MAP testing and school analysis
- Running records during guided reading
- Progress reports delivered halfway point of each trimester
- Trimester report cards
- AIMsWeb- Progress monitoring of IEP students

2. Creating systems of intervention to provide students with additional time and support for learning.

Academic Supports:

- Homework Club
- READ 180
- Co-Teaching
- Intervention classes
- Restructured Teacher
- RtI Intervention Form
- Student/ peer tutors
- Earn and Learn Program

Social Emotional/ Behavioral Supports:

- PBIS
      - Universal and Secondary Teams
      - CICO (Check In Check Out System) Tier Two Intervention
      - PBIS student behavior matrix
- RtI - Student Intervention/ Problem Solving Form
- Peer Mediation
- Adolescent Issue Parent Group
- Social Emotional Groups
      - Divorce, stress, anger

School Interventions:

- Homework Club- daily at all lunch hours
- Eagle Advantage- after school Tuesday and Thursdays (February and March)
- Soaring Eagles- after school teachers work with select group of their students (February- March)
- ELL Eagle Advantage- after school bilingual teachers work with their students (January- March)
- Intervention Reading Resource class- during school as an elective class

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

Staff at Eisenhower Junior High School have the opportunity to attend both staff development and personal professional development. Each Wednesday, students are released half an hour early to provide a variety of district, building and/or staff development from 2:00PM to 3:15PM.

Within the school day, the schedule provides daily opportunity for both departments and teams to meet. Departments consist of the subjects of language arts, mathematics, social studies, and science, all of which are core subjects, in addition to encore and physical education. The core subjects are organized and lead by Department Chairs. In department meetings, staff members focus on enhancing curriculum and developing lesson plans and common assessments. Teams are comprised of staff members from all subject areas. Each team has developed team norms, or guidelines and expectations, which drive team meetings and discussions. The focus of team meetings is to align curriculum with our SMART Goals, and to develop interventions. SMART Goals are developed and aligned with School District 54 Essential Outcomes in each individual subject area. The results of this data collected are used to continually monitor student progress and continue to improve instruction.

Two additional teams at Eisenhower are the School Leadership Team (SLT) and Child Study Team (CST). SLT meets twice a month after school and at the summer Data Retreats to develop, monitor and review goals of our School Improvement Plan. Membership is voluntary and represents all subject areas. Staff work together on issues that affect our school. CST meets weekly during school to discuss topics related to special education and interventions.

Opportunities for personal professional development at Eisenhower, and in District 54, are plentiful. Staff has the opportunity to attend district Salary Lane Credit Classes on a variety of education-related topics. Every staff member at Eisenhower has attended the Professional Learning Community training hosted by the DuFours. In addition, staff have read DuFours’s, Whatever It Takes. The Mentoring Program is also a success within School District 54 and at Eisenhower Junior High School. Veteran staff members pair up with new staff to provide a system of support, advice and guidance. Mentoring peers has proven to be beneficial for both mentee and mentor.

Eisenhower’s exceptional ISAT test scores and continued success are an indication of the staff’s time and dedication to Professional Learning Communities at Eisenhower Junior High School. Eisenhower staff continues to seek progress through their commitment and celebration of our successes.

 

List awards and recognitions your school has achieved

Recognition:

- Presenters at PBIS 2008 Conference
- Presenters for District PLC meeting
- Schaumburg Foundation Grants received by various teachers
- Super Grant for Earn and Learn Program awarded from Schaumburg Foundation
- ELL Targeted Assistance Grant 2008-2009
- ISBE Academic Improvement 2005-2006, 2007-2008

Celebrations/Awards:

- Mayor of Hoffman Estates Proclamation Award
- Staff Kudos Award- monthly
- West Side Story- junior high and elementary feeder school initiative
- Star Student Recognition Board
- EcoCity Award- Fire Prevention
- Math Counts competition awards
- Young Chemist Finalist Award
- International Spanish Academy
- Multicultural Food Festival
- Chalk-It Up Award
      - Art Grand Prize and Second Place winner
      - First Place Excellence in Teamwork