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Enders Salk School District 54

School Information

School Name:                Enders Salk School District 54                
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

 

Number of Students:                                                     524                                         
Number Eligible for Free and Reduced Lunch:           129 (25%)
Percent of Student Mobility:                                           99 (19%)
Percent of Limited English Proficient:                         167 (32%)
Percent of Special Education:                                         70 (13%)
Racial/Ethnic Percentages:

    • White:                                157 (30%)
    • Black:                                 31 (6.0%)
    • Hispanic:                            252 (48%)
    • Asian/Pacific Island:          59 (11%)
    • Multiracial/Ethnic:             25 (5%)

     

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

    Comparison Data: Enders/State

    Grade 3 Math
    		Reading
    04-05
    86/79
    75/67
    05-06
    91/86
    81/71
    06-07
    89/87
    71/73

    Percentage of students passing: School Scores/Comparison Scores

    Grade 4 Math
    		Reading Science
    04-05
    --
    --
    75/71
    05-06
    84/85
    86/73
    91/80
    06-07
    98/86
    94/74
    96/80

    Percentage of students passing: School Scores/Comparison Scores

    Grade 5 Math
    		Reading
    04-05
    86/73
    77/63
    05-06
    81/79
    66/69
    06-07
    94/83
    84/70

    Percentage of students passing: School Scores/Comparison Scores

    Grade 6 Math
    		Reading
    04-05
    --
    --
    05-06
    96/76
    84/73
    06-07
    96/81
    85/73

     

     

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

    Grade 4 data:

    1. 14% points of growth in math from school years 2005-06 and 2006-07.  In 2006-07, two of 52 students tested, not meet or exceeds on the state assessment.
    2. 8% points of growth in reading from school years 2005-06 and 2006-07.  In 2006-07, six of 52 students tested, did not meet or exceed on the state assessment.
    3. 5% points of growth in science from school years 2005-06 and 2006-07.  In 2006-07, four of 52 students tested, did not meet or exceed on the state assessment.  Over a three-year period, fourth grade students demonstrated 22% points of growth in the area of science.

    Grade 5 data:

    1. 13% points of growth in math from school years 2005-06 and 2006-07.  In 2006-07, six of 63 students tested, did not meet or exceed on the state assessment.
    2. 18% points of growth in reading from school years 2005-06 and 2006-07.  In 2006-07, 16 of 63 students tested, did not meet or exceed on the state assessment.

     

    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 Timeline:

    September 2005:          MAP/ISEL testing and analysis

    October 2005:              Created staff and team norms

    December 2005:           MAP testing

    April 2006:                   Initial School Leadership Team training  on PLC with Dr. Rick and Becky DuFour

    May 2006:                  School Leadership Team presents PLC concepts to entire staff

    August 2006:                School Leadership Team (SLT) “No Excuses” training

    August 2006:                Create and maintain schedules providing for:  grade level common planning time, common literacy block and intervention block

    August 2006:                Restructure Teachers Assisting Teachers (TAT) process to focus on strategies to assist students that are struggling academically

    August 2006:                New staff participate in two-day training on PLC with Dr. Rick and Becky DuFour

    September 2006:          MAP/ISEL testing and analysis

    September 2006:          Created SMART goals for each grade level to be included in School Improvement Plan

    October 2006:              New staff participate in two-day training on PLC with Dr. Rick and Becky DuFour

    December 2006:           New staff participate in two-day training on PLC with Dr. Rick and Becky DuFour

    January 2007:               MAP testing and analysis

    April 2007:                   Critical Friends Audit (Dr. Rick and Becky DuFour)

    May 2007:                   MAP/ISEL testing and analysis

    June 2007:                    Staff training with Anthony Muhammad on implementing PLC’s in a challenging school environment

    June 2007:                    Leveled all trade books by Fountas/Pinnell level and Lexile

    June 2007:                    Team of teachers created graphic organizers to be used across grade levels and building to assist in the writing process

    August 2007:                Restructure Wednesday staff development time to incorporate additional PLC planning time for grade level teams

    August 2007:                Create common math block

    August 2007:                Analysis of ISAT/IMAGE (state tests from spring 07) data

    August 2007:                School-wide implementation of “Layered Intervention”

    September 2007:          Staff and grade-level team norms developed and or revised

    September 2007:          MAP/ISEL testing and analysis

    September 2007:          New staff participate in two-day training on PLC with Dr. Rick and Becky DuFour

    October 2007:              Distribute “Student Faces” binder for grade level teams

    October 2007:              Initiated monthly school-wide TAT

    November 2007:          Using Score Analyzer program to track and monitor formative and summative longitudinal data for the purpose of intervention

    November 2007:          Initiated K-6 “Running Record” training for the purpose of informed instructional practice

    November 2007:          Refine common assessments at each grade level for the areas of reading and math

    November 2007:          Review, prioritize and sequence district “Essential Outcomes” for literacy and math

     

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

    1. Monitoring student learning on a timely basis.

    Teachers Assisting Teachers (TAT) process

    Identify current interventions (reading recovery, after school program etc)

    Document parent contact

    Record significant academic data

     Identify student strengths and challenges

    Identify strategies implemented

    Create and monitor action plan

    Follow up in 3 weeks

    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:  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 block per day for every grade level
    •  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 opportunities for grades K-6
    •  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:    280 MPW (minutes per week)
    • First:                 200 MPW (minutes per week)
    • Second:            230 MPW (minutes per week)
    • Third:               200 MPW (minutes per week)
    • Fourth:             260 MPW (minutes per week)
    • Fifth:                 230 MPW (minutes per week)
    • Sixth:                260 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