2019-20 District 15 Achievement Report

Dr. Tom EdgarAssistant Superintendent, District Improvement & Data

Dr. Laura SwanlundAssistant Director, Research & Systems

Guiding PrinciplesAlignment to ESSA●

●○○

●

Alignment to Our Strategic Plan●

●

●

●

Growth on the Illinois State

Achievement Tests

Math and English/Language Arts (ELA)2019 Illinois Assessment of Readiness

(IAR) Math Proficiency2019 Illinois Assessment of Readiness

(IAR) ELA Proficiency

Year-to-Year Student Growth: Illinois Assessment of Readiness (IAR)

2018 to 2019 IARMath Growth

2018 to 2019 IARELA Growth

* The growth percentile indicates how much students have grown when compared to others.

Illinois Science Assessment Proficiency

Science Proficiency Over Time

English Learner Progress, Absenteeism, Climate

EL Progress to English Proficiency: • 69%

Climate Survey Participation: • 95% of schools are over 50% response rate (92.6% is state average)

Chronic Absenteeism: • 11% (18% for the state)

Progress Towards Closing

Achievement Gap

ELA 2019 Achievement Gap: D15 and State Comparison

Math 2019 Achievement Gap: D15 and State Comparison

ELA Achievement Gaps Over Time

Math Achievement Gaps Over Time

Impact on Multiple Data Sources

Equitable Access to Programs & Services

* Grades 3-6

* Grades 2-6

* Grades 7-8

* Grades K-8

* Grades K-8

Summary

1. CCSD15 outperforms the state in all areas

assessed.

2. Student growth in math and E/LA is strong

and meets state expectations.

3. Internal assessments suggest stable levels

of achievement and growth.

4. Many EL students met personal growth

targets toward attaining English

proficiency.

5. Our students attend school and participate

in the state’s climate survey at higher levels

than is typical across the state.

1. Our instruction impacts students groups

differently.

2. Some student groups are highly

underrepresented in our programs.

3. Some student groups are overrepresented

with IEPs and office discipline referrals.

4. The achievement gap is most prominent in

math, which is consistent with group

representation in out-of-level math, gifted,

and algebra programs.

Areas of Strength Opportunities

CCSD15 Strategic Plan● Develop and use an instructional framework

to guide teaching and improvement.

● Address the needs of all students through an updated, comprehensive MTSS structure.

● Expand Social and Emotional initiatives and provide training to use Restorative Practices.

● Use a rigorous selection and evaluation system to identify and adopt new instructional materials.

● Continue to implement and expand the use of Culturally and Linguistically Responsive Teaching Practices.

CCSD15 Strategic Plan● Continue to provide intensive staff

professional development in Literacy and Math.

● Expand implementation of the Fountas & Pinnell classroom.

● Expand use of existing teacher surveys and input systems to guide improvement efforts.

● Systematically recruit and engage staff and recognize them for accomplishments and creativity that promotes the district mission and student outcomes.

CCSD15 Strategic Plan● Incorporate data from this presentation

into department and other presentations to the board to provide regular updates on activities designed to improve student outcomes.

● Emphasize student access, outcomes by group (gap), the use of multiple measures when updating the District’s balanced scorecard.

● Continue to include measures of student access, outcomes by group (gap), and the use of multiple measures when updating the District’s regular achievement report.

2019-20 District 15 Achievement Report

Questions?