School Information

School Name:  Enders Salk School        
School Address: 345 North Salem Drive, Schaumburg, Illinois, 60194
School Phone:  847.357.6400
School Fax:  847.357.6401
Principal: Dr. James D. Tohme
Principal email: jamestohme@sd54.org
Web Address: http://enders-salk.sd54.org

Number of Students: 518                                         
Number Eligible for Free and Reduced Lunch: 141 (27.2%)
Percent of Student Mobility: 38 (7.4%)
Percent of Limited English Proficient: 177 (34.2%)
Percent of Special Education: 45 (8.6%)
Racial/Ethnic Percentages:

• White:  156 (30.1%)
• Black:  33 (6.4%)
• Hispanic: 240 (46.3%)
• Asian/Pacific Island: 58 (11.2%)
• Multiracial/Ethnic: 30 (5.8%)

Percent of Students Meeting or Exceeding Standards as measured by the Illinois Standards Achievement Test (ISAT)

Present Student Achievement Data in at least three points to demonstrate trends –

Comparison Data: Enders-Salk/State

Grade 3	Math	Reading
2006-07	97/85	70/72
2007-08	93/85	86/72
2008-09	100	94

Percentage of students passing: School Scores/Comparison Scores

Grade 4	Math	Reading	Science
2006-07	95/85	72/73	79/76
2007-08	90/86	86/74	79/77
2008-09	100	84	---

Percentage of students passing: School Scores/Comparison Scores

Grade 5	Math	Reading
2006-07	89/81	76/74
2007-08	94/82	73/74
2008-09	97	92

Percentage of students passing: School Scores/Comparison Scores

Grade 6	Math	Reading
2006-07	94/83	81/79
2007-08	94/82	91/80
2008-09	94	83

Is this school making Adequate Yearly Progress (AYP)? __YES__  

Please feel free to comment on any aspect of the data that you feel is particularly significant. 

Grade 3 data:
2007-2009 Students in grade 3 continue to out perform State averages in both reading and math.
2009-2010 100% of students met or exceeded in the area of math.

Grade 4 data:
2007-2009 Students in grade 4 continue to out perform State averages in both reading and math.
2009 - 2010 100% of students met or exceeded in the area of math.

Grade 5 data:
2007-2009 Students in grade 5 continue to out perform State averages in math.

Grade 6 data:
2007-2009 Students in grade 6 continue to out perform State averages in both reading and math.

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

PLC Highlights:

2008-2010

• Continued school-wide implementation of “Layered Intervention”
• Staff and grade-level team norms developed and/or revised
• MAP/ISEL/ACCESS testing and analysis
• Grade level MAP analysis and review with school administrator (fall, winter, spring)
• New staff participate in two-day training on PLC with Dr. Rick and Becky DuFour (September and December)
• Common assessments developed at each grade level for the areas of reading and math
• Intervention and Enrichment groups for reading and math
• Review and sequence district “Essential Outcomes” for literacy and math
• Dual Language classrooms – at each grade level
• Looping – grades 1-2, 3-4, 5-6
• Extended school day, week and year for students at risk
• Goal setting (student, class, grade level)
• Student led parent conferences
• School improvement plan shared with Superintendent and Administrative Cabinet on a yearly basis

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

1. Monitoring student learning on a timely basis.

• Daily/Weekly collaboration among grade level teams (PLC)
• Student problem-solving process (within grade level teams)
• Current interventions and practices: reading recovery, dual language classrooms, looping, before and after school programs, choice lunch, extended school day, week and year
• Document parent contact
• Record and Analyze significant academic data
• Identify student strengths and challenges
• Identify strategies implemented
• Create and monitor action plan
• Grades 1 and 2:   Utilizing “Running Records”
• K-6:     Fountas/Pinnell Benchmark Assessment Kit
• K-6:  Administering MacMillan/McGraw Hill, “Weekly/Unit” assessments
• Aligning district “Essential Outcomes” with Everyday Math curriculum and administering common formative assessments
• K-6 MAP testing (fall, winter, spring)
• K- 6:  Observation/Classroom performance in small guided reading groups
  

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

•  45-minute intervention/enrichment block per day for every grade level
• Common math blocks which allows for differentiation and flexible grouping
•  Students grouped across grade level based on formative data
•  Intervention support schedule.  8-11 certified and classified staff members work with small, flexible groups of students during daily intervention time
•  Based on student need, they work on different skills for differing amounts of time (Layered Intervention)
•  Extended day, week and year opportunities for grades K-6
• Breakfast programs available for all students
•  Special Services teachers are aligned with 1-2 grade level

3. Building the capacity of teachers to work as members of high performing collaborative teams who focus the efforts of their team on improved learning for students.

Grade level release time to work on common assessments

Funds allocated to each grade level team, based on student enrollment to purchase student instructional materials, professional development or training, or to provide extended day programs for students in the area of literacy and or math

Master Schedule created during contractual day to provide common planning time for grade level teams (PE, Music, Art and Media Center)

• Kindergarten:    230 MPW (minutes per week)
• First:                 210 MPW (minutes per week)
• Second:            270 MPW (minutes per week)
• Third:               270 MPW (minutes per week)
• Fourth:             210 MPW (minutes per week)
• Fifth:                 210 MPW (minutes per week)
• Sixth:                210 MPW (minutes per week)

List any Awards and Recognition Garnered by Your School

Academic Improvement Award (2006):
Recognize schools that have sustained an upward trend in test scores for at least three years and showed a 7.5 point increase this year or a 15 point increase in test scores over the past three years.  (Northern Illinois University:  Illinois Interactive Report Card)

International Spanish Academies Award (2006)
Recognized by the Ministry of Education and Science of Spain for our dual language program