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Salt Creek Elem School

Salt Creek Elem School Comm Cons SD 59 Elk Grove Village, ILLINOIS

ILLINOIS SCHOOL REPORT CARD

2 0 1 7

GRADES : K 1 2 3 4 5

State and federal laws require public school districts to release report cards to the public each year. This year, we have updated the report card to provide a full picture of school performance beyond just test scores. A display of this data designed with parents and communities in mind is available on illinoisreportcard.com. All of the metrics posted on illinoisreportcard.com are also included in this report.

STUDENTS RACIAL/ETHNIC BACKGROUND AND OTHER INFORMATION

School District State

White

Black

34.3 39.0 48.5

0.9 3.6 17.0

Native Hawaiian Two or Percent Low/Pacific American More Hispanic Asian Islander Indian Races Income 58.9 42.6 25.7

2.3 11.4 4.9

0.0 0.2 0.1

1.4 1.0 0.4

Low-income students come from families receiving public aid; live in institutions for neglected or delinquent children; are supported in foster homes with public funds; or are eligible to receive free or reduced-price lunches. IEP Students are those students eligible to receive special education services.

2.1 2.1 3.4

63.6 59.0 50.5

Percent LimitedChronic English- Percent Percent Truancy Homeless Rate Proficient IEP 48.6 35.5 10.7

11.4 13.1 13.9

2.1 1.8 2.1

Attendance Rate

2.1 2.5 10.8

95.2 94.7 94.0

Total Enrollment 428 6,866 2,028,162

Limited-English-proficient students are those students eligible for transitional bilingual programs. Total Enrollment is based on Serving School. Homeless students are who do not have permanent and adequate homes. Chronic truants are students who are absent from school without valid cause for 9 or more of the last 180 school days.

STUDENT MOBILITY RATE

All

Male

Female

White

3.6 7.9 7.3

7.8 7.1 6.5

2.7 5.1 4.5

5.7 7.5 6.9

School District State

Black Hispanic 6.1 7.3 6.8

24.0 13.4

Asian 30.0 10.5 6.8

Native Hawaiian /Pacific Islander

American Indian

Two or More Races

5.9 8.1

9.2 7.5

9.9 8.0

Percent LimitedEnglish- Percent IEP Proficient 6.5 9.1 9.3

5.9 9.2 10.1

Percent LowIncome 7.4 7.9 9.6

INSTRUCTIONAL SETTING PARENTAL CONTACT*

TOTAL SCHOOL DAYS

Percent

Days

95.0 97.9 94.9

School District State

8TH GRADERS PASSING ALGEBRA I ** School District State

178 178 175

School District State

37.6 29.1

** For the 8th graders passing algebra I, if the percentage is 0, it means that an Algebra I course is not offered.

* Parental contact includes parent-teacher conferences, parental visits to school, school visits to home, telephone conversations, and written correspondence.

STUDENT-TO-STAFF RATIOS PupilPupilPupilTeacher Teacher Certified Elementary Secondary Staff

-17.9 18.7

--

HEALTH AND WELLNESS (days per week)

-9.1 11.2

PupilAdministrator

School

2.0

--

District

2.6

State

3.9

147.3 189.6

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Salt Creek Elem School

AVERAGE CLASS SIZE (as of the first school day in May)

K

Grades

1

22.7 21.8 19.1

School District State

23.0 20.7 19.8

2

3

18.0 20.4 20.3

19.0 20.7 20.8

4

5

17.8 20.4 21.4

18.3 20.0 21.3

6

7

9 - 12

8

Overall 19.5 20.6 20.2

TIME DEVOTED TO TEACHING CORE SUBJECTS (Minutes Per Day)

Grades School District State

Mathematics 3 6 8

3

Science 6

English/Language Arts 3 6 8

8

3

Social Science 6 8

60

25

180

25

60 72

25 35

180 132

25 30

TEACHER INFORMATION (Full-Time Equivalents)

White District State

Black

83.0 83.3

Hispanic

0.2 5.9

Asian

12.7 5.7

Native Hawaiian/ Pacific islander

American Indian

Two or More Races

Unknown

0.0 0.1

0.0 0.2

1.2 0.8

0.2 2.6

2.7 1.5

Poverty (low-income) is defined on page 1 of all report cards. High- and low-poverty schools include those in the top and bottom quarters of the poverty distribution of schools in the state.

TEACHER INFORMATION ( Continued ) Average Teaching Experience (Years)

% of Teachers with Bachelor's Degrees

% of Teachers with Master's & Above

School

--

--

--

District

13.4

21.7

78.3

State

12.8

38.4

61.2

Some teacher/administrator data are not collected at the school level.

TEACHER RETENTION RATE

PRINCIPAL TURNOVER (Count)

TEACHER ATTENDANCE

School

84.7

School

2.0

School

89.8

District

88.9

District

2.0

District

86.9

State

86.3

State

2.0

State

75.3

SCHOOL DISTRICT FINANCES

Male 12.7 23.2

Female 87.3 76.8

Total Number 481 127,310

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TEACHER/ADMINISTRATOR SALARIES (Full-Time Equivalents)

Salaries and counts of staff are summed across a district based on the percentage of time that each individual is employed as a teacher or an administrator and may or may not reflect the actual paid salaries for the district.

$200,000 $160,000 $123,849

$120,000

$106,256 $81,886

$80,000

$64,514

District

$40,000

State

$0

Average Teacher Salary

Average Administrator Salary

EXPENDITURE BY FUNCTION 2015-16 (Percentages)

60.0 50.0

47.4

49.6

40.0

35.3

District

29.1

30.0 20.0

14.4

10.0 2.9

State

18.2

3.1

0.0

Instruction

General Administration

Supporting Services

Other Expenditures

REVENUE BY SOURCE 2015-16

EXPENDITURE BY FUND 2015-16 District

District %

State %

Local Property Taxes

$80,822,211

79.7

63.2

Other Local Funding

$2,782,623

2.7

4.8

General State Aid

$7,455,403

7.4

17.1

Other State Funding

$4,723,147

4.7

7.1

Federal Funding

$5,595,756

5.5

7.8

$101,379,140

TOTAL

OTHER FINANCIAL INDICATORS 2014 Equalized Assessed Valuation per Pupil District State

$2,481,051,592

**

District Education Operations & Maintenance Transportation Debt Service Tort Municipal Retirement/ Social Security Fire Prevention & Safety Capital Projects

3.18

**

State %

$84,556,580 $8,924,602 $5,197,383 $3,500,744 $0

75.7 8.0 4.7 3.1 0.0

73.4 6.2 3.8 8.2 1.2

$3,359,880 $0

3.0 0.0

2.1 0.5

$6,216,100

5.6

4.6

$111,755,289

TOTAL

2014 Total School Tax Rate per $100

District %

2015-16 Instructional Expenditure per Pupil $8,354 $7,853

2015-16 Operating Expenditure per Pupil $14,512 $12,973

** Due to the way Illinois school districts are configured, state averages for equalized assessed valuation per pupil and total school tax rate per $100 are not provided. Equalized assessed valuation includes all computed property values upon which a district's local tax rate is calculated. Total school tax rate is a district's total tax rate as it appears on local property tax bills. Instructional expenditure per pupil includes the direct costs of teaching pupils or the interaction between teachers and pupils. Operating expenditure per pupil includes the gross operating cost of a school district excluding summer school, adult education, bond principal retired, and capital expenditures.

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ACADEMIC PERFORMANCE OVERALL STUDENT PERFORMANCE These charts present the overall percentage of state test scores categorized as meeting or exceeding the PARCC expectations, SAT standards or DLM-AA Standards for your district, and the state.

OVERALL PERFORMANCE - ALL STATE TESTS

100 80

2015-16

60

2016-17 40

30.7 22.6

20

26.7

19.4

34.4

33.2

0

School

District

State

PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS (PARCC) 100 80

2015-16

60 40 20

30.8 22.5

26.8

19.4

33.4

34.1

2016-17

0

School

District

State

SAT 100 80 60 38.0

40 20 0

School

District

State

2016-17

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PARCC PERFORMANCE

These charts present the overall percentage of state test scores categorized as meeting or exceeding the PARCC expectations or DLM-AA Standards for your district, and the state. PARCC

Grade 3 100 80 60

39.2

36.2

40

21.6

20

2016-17

25.8 18.7

8.1 0

School

District

State

School

ELA

PARCC

District

State

Mathematics

Grade 4 100 80 60

2016-17

37.1

40

28.2

30.8

26.3

21.5

20

14.3

0

School

District

State

School

ELA

PARCC

District

State

Mathematics

Grade 5 100 80 60

2016-17 40

29.6

34.9

36.6 29.6 18.1

20

20.0

0

School

District

ELA

State

School

District

Mathematics

State

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PERFORMANCE ON STATE ASSESSMENTS Federal law requires that student achievement results for schools providing Title I services be reported to the general public. The PARCC is administered to students in grade 3 through 8. SAT is is administered to students in grade 11. The DLM-AA is administered to students in grade 3 through 8 and 11 with disabilities whose Individualized Education Programs (IEPs) indicate that participation in the PARCC or SAT would not be appropriate. Students with disabilities have an IEP. An IEP is a written plan for a child with a disability who is eligible to receive special education services under the Individuals with Disabilities Education Act.

PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR ELA Gender

All School

District

State

*Enrollment

Male

Racial/Ethnic Background

Female

White

Hispanic

Black

113

103

65

0.0

0.0

0.0

0.0

4,417

2,235

2,182

1,727

148

1,940

463

15

36

88

1,055

0.5

0.7

0.4

0.8

0.0

0.5

0.0

0.0

0.0

1.1

0.3

*Enrollment 1,044,699

534,146

510,536

505,763

175,236

271,935

51,317

1,081

4,731

1.8

1.8

1.7

2.4

1.7

1.2

3.4

1.1

*Enrollment Reading

Reading

1.8

139

4

0

0

7

LEP

216

Reading

1

Native Hawaiian Two or /Pacific American More Asian islander Indian Races

0.0

88

EconoStudents mically with DisadvMigrant Disabilities antaged 0

0.0

34,579 2.1

0

19

137

0.0

0.0

465

2,599

1.1

0.6

90,597

126

143,977

534,082

1.9

1.6

3.0

1.9

* Enrollment as reported during the testing windows for grades 3 - 8 and grade 11.

Number of LEP Students who have attended schools in the U.S. for less than 12 months and are not assessed on the State's reading/language arts test: 0

PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR MATHEMATICS Gender

All School

District

State

Male

Racial/Ethnic Background

Female

White

Black

Hispanic

Native Hawaiian Two or /Pacific American More Asian islander Indian Races

LEP

*Enrollment

218

115

103

65

Mathematics

0.5

0.9

0.0

0.0

4,455

2,257

2,198

1,735

150

1,953

473

16

40

88

1,093

0.5

0.8

0.3

0.7

0.0

0.5

0.0

0.0

0.0

1.1

0.4

535,286

511,552

506,360

175,294

272,701

1,091

4,740

34,602

93,069

1.8

1.8

1.7

2.5

1.7

2.7

1.1

2.2

1.4

*Enrollment Mathematics *Enrollment Mathematics

1,046,855 1.8

1

139

4

0

2

7

0.7

* Enrollment as reported during the testing windows for grades 3 - 8 and grade 11.

90

EconoStudents mically with DisadvMigrant Disabilities antaged 0

19

139

0.0

0.7

465

2,629

1.3

0.6

127

143,900

535,352

1.6

3.1

1.8

1.1

52,007 1.0

0

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Partnership for Assessment of Readiness for College and Careers (PARCC) Each Performance Level is a broad, categorical level defined by a student’s overall scale score and used to report overall student performance by describing how well students met the expectations for their grade level/course. Each Performance Level is defined by a range of overall scale scores for the assessment. There are five Performance Levels for PARCC assessments: •• Level 1: Did not yet meet expectations •• Level 2: Partially met expectations •• Level 3: Approached expectations •• Level 4: Met expectations •• Level 5: Exceeded expectations Students performing at levels 4 and 5 met or exceeded expectations, have demonstrated readiness for the next grade level/course and, ultimately, are on track for college and careers.Performance Level Descriptors (PLDs) describe the knowledge, skills, and practices that students should know and be able to demonstrate at each Performance Level in each content area (ELA and mathematics), and at each grade level/course. PLDs are available at http://avocet.pearson.com/PARCC/Home.

Grade 3 Grade 3 - All 1

2

ELA 3

37.8 30.7 21.0

21.6 23.2 19.4

32.4 24.5 23.5

6.8 20.7 33.2

1.4 0.9 2.9

21.3 22.4 13.6

33.3 23.7 19.8

1

2

ELA 3

4

5

1

2

School District State

35.7 33.8 24.1

26.2 23.5 20.5

33.3 25.8 23.6

4.8 16.6 29.9

0.0 0.3 2.0

18.6 21.8 14.7

32.6 26.1 19.2

30.2 25.6 26.3

16.3 24.4 30.9

2.3 2.0 8.9

School District State

40.6 27.5 17.8

15.6 22.8 18.3

31.3 23.1 23.3

9.4 25.0 36.7

3.1 1.6 3.9

25.0 23.0 12.5

34.4 21.1 20.5

21.9 30.6 28.5

15.6 22.8 30.8

3.1 2.4 7.7

Levels School District State

4

5

1

Mathematics 3 4 2 26.7 28.0 27.4

16.0 23.6 30.9

5 2.7 2.2 8.3

Grade 3 - Gender Levels Male

Female

Mathematics 3 4

5

7

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Grade 3 - Racial/Ethnic Background 1

2

ELA 3

4

5

1

2

School District State

35.0 19.4 12.2

5.0 20.1 16.3

35.0 30.1 25.4

20.0 28.4 42.3

5.0 2.1 3.8

10.0 12.8 7.5

25.0 19.0 15.0

30.0 32.9 27.2

30.0 32.9 39.0

5.0 2.4 11.3

School District State

42.3 35.0

11.5 23.9

30.8 20.6

15.4 19.4

0.0 1.0

40.7 26.3

29.6 27.7

22.2 26.9

7.4 17.2

0.0 1.9

School District State

42.0 44.0 29.5

28.0 28.0 23.7

28.0 18.0 22.7

2.0 10.0 22.8

0.0 0.0 1.3

26.0 31.6 17.6

38.0 31.0 25.4

24.0 25.1 30.0

10.0 11.4 23.7

2.0 0.9 3.3

14.5 7.5

15.8 10.1

25.0 19.0

43.4 53.4

1.3 10.0

11.4 3.8

8.9 7.0

22.8 17.0

48.1 42.6

8.9 29.6

15.8

12.7

25.9

39.2

6.3

11.2

11.8

27.3

34.8

14.9

27.3 33.1

27.3 25.6

36.4 21.1

9.1 19.5

0.0 0.8

41.7 18.5

16.7 25.1

41.7 32.3

0.0 20.9

0.0 3.2

15.4 18.7

30.8 17.7

38.5 24.4

15.4 35.3

0.0 4.0

7.7 13.1

23.1 18.8

30.8 26.0

38.5 31.8

0.0 10.3

Levels White

Black

Hispanic

Mathematics 3 4

5

Asian

School District State Native Hawaiian/Pacific Islander School District State American Indian School District State Two or More Races School District State

Grade 3 - Limited-English-Proficient Levels School District State

1 45.8 40.4 33.4

2

ELA 3

4

5

1

29.2 26.4 25.0

25.0 22.6 21.8

0.0 10.6 18.9

0.0 0.0 0.8

28.6 29.0 19.1

Mathematics 3 4 2 40.8 27.1 25.5

20.4 23.7 28.9

5

10.2 18.6 22.9

0.0 1.6 3.5

Mathematics 3 4 2

5

Grade 3 - Economically Disadvantaged Levels Free/Reduced Price Lunch School District State Not Eligible School District State

2

ELA 3

4

5

1

45.3 39.0 30.4

28.3 27.5 23.9

24.5 21.3 23.0

1.9 11.9 21.8

0.0 0.2 1.0

25.9 28.7 20.1

40.7 27.2 25.8

24.1 28.5 29.1

9.3 15.4 22.0

0.0 0.2 3.0

19.0 17.1 9.6

4.8 16.1 14.0

52.4 29.7 24.1

19.0 35.0 47.0

4.8 2.1 5.3

9.5 12.1 5.7

14.3 18.0 12.6

33.3 27.3 25.3

33.3 37.0 41.6

9.5 5.5 14.8

1

2

ELA 3

4

5

1

2

Mathematics 3

4

5

35.2 27.9 20.4

19.7 27.7 28.3

23.9 22.9 31.1

4.2 3.4 5.9

14.3 19.9 27.6

0.0 1.6 3.2

1

Grade 4 Grade 4 - All Levels School District State

16.9 18.1 14.2

32.9 21.1 15.7

35.7 30.4 25.3

17.1 27.1 28.2

8

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Grade 4 - Gender Levels Male

Female

1

2

ELA 3

4

5

1

2

Mathematics 3

4

5

School District State

31.3 20.0 17.1

34.4 31.6 22.0

18.8 27.9 28.2

15.6 18.9 28.4

0.0 1.6 4.2

38.7 21.6 16.5

35.5 28.4 24.6

12.9 28.6 27.3

12.9 19.8 28.2

0.0 1.6 3.3

School District State

5.1 16.2 11.1

35.9 24.1 18.8

20.5 27.6 28.4

30.8 26.8 34.0

7.7 5.3 7.7

28.2 20.5 14.8

35.9 32.4 26.0

20.5 25.5 29.2

15.4 20.0 26.9

0.0 1.6 3.1

Mathematics 3

4

Grade 4 - Racial/Ethnic Background 1

2

ELA 3

4

School District State

9.1 7.6 8.2

13.6 23.8 15.8

22.7 32.5 28.4

School District State

15.4 25.5

26.9 28.2

School District State

20.0 29.9 19.2

School District State

6.7 4.7

Levels White

Black

Hispanic

5

1

2

5

50.0 30.8 39.6

4.5 5.3 8.1

9.1 8.9 8.7

27.3 26.0 19.7

27.3 35.2 30.6

36.4 28.3 37.0

0.0 1.6 4.0

26.9 27.7

26.9 17.1

3.8 1.5

29.6 30.7

33.3 33.7

22.2 23.7

14.8 11.4

0.0 0.5

46.7 34.1 25.7

17.8 24.3 30.1

11.1 11.1 22.5

4.4 0.6 2.5

43.2 34.5 20.5

38.6 37.2 32.6

13.6 19.9 28.2

4.5 8.3 17.7

0.0 0.0 1.1

18.7 8.7

25.3 20.4

41.3 46.7

8.0 19.5

9.1 4.0

13.0 10.0

28.6 20.7

40.3 49.1

9.1 16.1

22.0

39.6

13.4

11.0

16.5

31.1

Asian

Native Hawaiian/Pacific Islander School District State American Indian School District State Two or More Races School District State

10.4

14.6

32.3

9.1

23.1 22.4

15.4 24.8

30.8 29.0

23.1 21.7

7.7 2.1

7.7 19.8

38.5 32.0

30.8 32.1

23.1 15.2

0.0 0.8

13.0

19.1

27.5

33.3

7.1

14.6

24.3

28.6

28.9

3.6

2

Grade 4 - Limited-English-Proficient Levels School District State

1

2

ELA 3

4

5

1

33.3 45.7 37.3

58.3 38.6 34.9

8.3 14.3 21.7

0.0 1.4 5.8

0.0 0.0 0.2

65.2 45.6 34.9

Mathematics 3

30.4 38.7 39.9

4.3 13.4 19.0

4

5

0.0 2.3 5.9

0.0 0.0 0.3

4

5

Grade 4 - Economically Disadvantaged Levels Free/Reduced Price Lunch School District State Not Eligible

School District State

Mathematics 3

1

2

Reading 3

4

5

1

22.2 24.7 21.1

48.9 32.8 26.6

17.8 26.6 29.6

8.9 15.3 20.8

2.2 0.6 2.0

45.5 28.1 23.5

36.4 34.3 32.3

13.6 26.0 27.2

4.5 11.4 16.1

0.0 0.2 0.9

7.7 6.8 6.1

11.5 19.4 13.2

23.1 29.7 26.9

50.0 35.8 43.2

7.7 8.2 10.6

11.5 8.9 6.6

34.6 23.6 17.1

23.1 28.9 29.4

30.8 34.6 41.0

0.0 3.9 5.9

2

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Grade 5 Grade 5 - All ELA 3

1

2

18.3 15.8 14.1

26.8 24.5 21.4

25.4 24.8 27.9

29.6 33.3 33.7

1

2

ELA 3

4

School District State

23.1 18.2 17.1

30.8 28.2 23.9

17.9 24.9 28.4

School District State

12.5 13.2 10.9

21.9 20.7 18.8

Levels School District State

Mathematics 3 4

5

1

2

0.0 1.6 2.9

25.0 17.0 13.3

31.9 28.8 26.6

5

1

2

28.2 27.6 28.9

0.0 1.1 1.7

25.0 17.6 14.9

32.5 29.8 26.5

22.5 30.6 28.6

20.0 21.0 25.6

0.0 1.1 4.4

34.4 24.6 27.5

31.3 39.2 38.6

0.0 2.2 4.2

25.0 16.4 11.7

31.3 27.8 26.7

28.1 38.1 32.4

12.5 16.9 25.7

3.1 0.8 3.5

5

1

2

4

25.0 34.2 30.5

5

16.7 19.0 25.6

1.4 1.0 3.9

Grade 5 - Gender Levels Male

Female

Mathematics 3 4

5

Grade 5 - Racial/Ethnic Background 1

2

ELA 3

4

School District State

4.3 5.7 7.8

21.7 15.5 16.4

30.4 28.3 28.7

43.5 47.9 43.1

0.0 2.6 4.0

4.3 8.2 7.9

13.0 21.7 20.7

39.1 40.1 32.4

39.1 28.1 33.9

4.3 1.9 5.1

School District State

14.8 26.4

29.6 30.0

29.6 26.1

25.9 16.9

0.0 0.5

25.9 26.9

29.6 37.0

25.9 25.4

18.5 10.2

0.0 0.5

School District State

25.0 25.2 19.3

31.8 33.9 27.3

20.5 22.1 29.4

22.7 18.2 23.1

0.0 0.6 1.0

38.6 26.7 16.5

38.6 36.6 33.7

15.9 28.5 32.0

6.8 7.8 16.8

0.0 0.3 1.1

11.3 4.9

12.5 9.7

22.5 19.0

50.0 55.8

3.8 10.6

2.5 2.9

17.5 9.7

38.8 22.2

40.0 45.8

1.3 19.4

10.3

16.7

29.5

40.4

3.2

7.6

21.7

28.0

31.2

11.5

21.9

25.6

26.8

24.4

1.2

15.9

33.5

34.1

15.6

1.0

13.3 12.1

6.7 19.6

33.3 27.9

46.7 36.5

0.0 4.0

20.0 13.3

20.0 25.9

53.3 28.3

6.7 27.5

0.0 5.0

1

2

76.5 48.2 35.4

23.5 40.3 43.5

Levels White

Black

Hispanic

Mathematics 3 4

5

Asian

School District State Native Hawaiian/Pacific Islander School District State American Indian School District State Two or More Races School District State

Grade 5 - Limited-English-Proficient Levels School District State

1

2

ELA 3

4

62.5 51.1 49.7

31.3 39.1 35.6

6.3 7.5 12.6

0.0 2.3 2.1

5 0.0 0.0 0.0

Mathematics 3 4 0.0 10.1 17.2

0.0 1.4 3.7

5 0.0 0.0 0.2

10

05-016-0590-04-2019

Salt Creek Elem School

Grade 5 - Economically Disadvantaged Levels Free/Reduced Price Lunch School District State Not Eligible School District State

Mathematics 3 4

1

2

ELA 3

4

30.8 22.4 21.3

30.8 31.3 28.1

17.9 23.7 28.5

20.5 21.7 21.3

0.0 0.9 0.8

37.5 22.8 20.0

37.5 35.0 34.4

12.5 30.7 29.7

12.5 11.1 14.9

0.0 0.5 0.9

3.1 5.8 5.9

21.9 14.4 13.9

34.4 26.4 27.3

40.6 50.7 47.6

0.0 2.7 5.3

9.4 8.2 5.8

25.0 19.5 17.7

40.6 39.6 31.4

21.9 31.1 37.8

3.1 1.7 7.3

5

1

2

5

11

COMMUNITY CONSOLIDATED SCHOOL DISTRICT 59

PLANNED IMPROVEMENT FOR THE SCHOOL AND DISTRICT

Every student in CCSD59 today will enter a workforce that will require a modern skillset and knowledge to compete successfully in the workplace of tomorrow. These skills include the ability to access, analyze, and apply information, civic and global responsibility, collaboration, communicate effectively, critical thinking, creativity, problem solving, self-awareness, and determination and perseverance. It is our challenge, privilege, and responsibility to ensure that every student in every school leaves CCSD59 with these skills and competencies. Each year CCSD59 revisits our progress and implements strategies to help all students achieve. Specifically, some of the strategies that are part of our improvement plans include: • • • • • • • • •

Identify Board of Education approved district focus areas available on the district website by 10/31/17) Continue to align curriculum, instruction, and assessment to our district outcomes, modern learning practices, and state standards Develop and monitor annual district growth targets for state and district assessments to ensure that all students are making expected growth Implement a data analysis process with a focus on multiple student growth indicators Design and implement classroom-based interventions to monitor and increase student growth Provide instructional coaching and ongoing job-embedded professional learning for staff to collectively meet the needs of all students Provide high quality programs for English learners to allow them to reach English proficiency Expand programs and services for pre-kindergarten students Incorporate social and emotional learning to address the needs of the whole child