ILLINOIS DISTRICT REPORT CARD

Rockridge CUSD 3 Taylor Ridge, ILLINOIS 2 7 ILLINOIS DISTRICT REPORT CARD 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 95.7 8.5. 7. 2. 25.7.2.9 Native Hawaiian /Pacific.. American Indian.. Two or More Races.6 3. Percent Low- Income 2.6 5.2 Percent Limited- English- Proficient.3.7 Percent IEP.9 3.9 Percent Homeless.2 2. Chronic Truancy Rate..8 Attendance Rate 95.6 9. Total Enrollment,36 2,28,62 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. Limited-English-proficient students are those students eligible for transitional bilingual programs. Total Enrollment is based on Serving School. Homeless students are students 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 8 school days. STUDENT MOBILITY RATE All Male Female Native Hawaiian /Pacific American Indian Two or More Races Percent Limited- English- Proficient Percent IEP Percent Low- Income 3.2 2.7 3.7 3..2..9 8.2 6.9 7.3 6.5.5 3. 6.8 6.8 8. 7.5 8. 9.3. 9.6 INSTRUCTIONAL SETTING PARENTAL CONTACT* Percent TOTAL SCHOOL DAYS Days STUDENT-TO-STAFF RATIOS Pupil- Teacher Elementary Pupil- Teacher Secondary Pupil- Certified Staff Pupil- Administrator HEALTH AND WELLNESS (days per week) 5. 99. 9.9 7 75 9. 8.7 6.9 9..9.2 227.2 89.6. * Parental contact includes parent-teacher conferences, parental visits to school, school visits to home, telephone conversations, and written correspondence. AVERAGE CLASS SIZE (as of the first school day in May) Grades K 2 3 5 6 7 8 9-2 Overall 2.3 9. 2. 9.8 23.3 26.7 3.3 2. 7.8 2. 2.3 2.8 2. 2.3 2.3 2.6 2. 2.6. 9.5 9.3 2.2

2 TIME DEVOTED TO TEACHING CORE SUBJECTS (Minutes Per Day) Science English/Language Arts Grades 3 6 8 3 6 8 3 6 8 75 56 56 3 56 56 9 56 56 72 6 56 35 8 5 32 89 77 Social Science 3 6 8 25 56 56 3 8 9 TEACHER INFORMATION (Full -Time Equivalents) Native Hawaiian/ Pacific American Indian Two or More Races UnKnown Female........ 9. 8. 7 Total Number 83.3 5.8 5.6.5..2.8 2.7 23.3 76.7 29,575 Male TEACHER INFORMATION Average Teaching Experience (Years) % of Teachers with Bachelor's Degrees % of Teachers with Masters's & Above Poverty (low-income) is defined on page 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. : All Schools 5.. 57.2 High Poverty Schools Low Poverty Schools 5.. 57.2 : All Schools 3. 38.5 6.9 High Poverty Schools 2. 39.6 59.9 Low Poverty Schools 3.6 3.3 68.5 TEACHER RETENTION RATE PRINCIPAL TURNOVER (Count) TEACHER ATTENDANCE TEACHER EVALUATION 85.9 2. 7.2. 86.3 2. 75.3 96.7 SCHOOL DISTRICT FINANCES TEACHER/ADMINISTRATOR SALARIES (Full-Time Equivalents) $2, $6, 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. $2, $3,7 $6,273 $8, $, $56,7 $6,56 $ Average Teacher Salary Average Administrator Salary

3 EXPENDITURE BY FUNCTION 25-6 (Percentages) 7. 6. 5...2 9.6 3. 3. 29. 2... 5. 3.. 8.2 Instruction General Administration Supporting Services Other Expenditures REVENUE BY SOURCE 25-6 % % EXPENDITURE BY FUND 25-6 % % Local Property Taxes Other Local Funding General Aid Other Funding Federal Funding $9,266,823 $65,393 $87,95 $89,872 $578,359 75.8 5.3 7.2 7..7 63.2.8 7. 7. 7.8 Education Operations & Maintenance Transportation Debt Service Tort Municipal Retirement/ Social Security Fire Prevention & Safety Capital Projects $8,5,9 $75,753 $9,8 $,23,565 $32,25 $37,885 $3,559,33 $ 53.5 5. 6. 6.8 2.9 2.5 23.5. 73. 6.2 3.8 8.2.2 2..5.6 TOTAL $2,22,392 TOTAL $5,5,587 OTHER FINANCIAL INDICATORS 2 Equalized Assessed Valuation per Pupil 2 Total School Tax Rate per $ $78,898.59 ** ** 25-6 Instructional Expenditure per Pupil $5,8 $7,853 25-6 Operating Expenditure per Pupil $9,658 $2,973 ** Due to the way Illinois school districts are configured, state averages for equalized assessed valuation per pupil and total school tax rate per $ 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.

ACADEMIC PERFORMANCE ACT ASSESSMENT: GRADUATING CLASS OF 27 36. 32. 28. 2. 22. 2.2 2.6 2.7 2.7 2. 23. 2.3 2.9 2. 2. 6. 2. 8... Composite English Reading Science ACT is no longer a component of the state assessment. College and career readiness will be redefined next year due to ESSA. As a result, the college and career readiness measure for the 26-7 Report Card has not been changed for consistency. Beginning with the 26-7 school year, grade students take the SAT as the high school accountability assessment. However, the College Course Work Readiness data point on the Illinois Report Card reports on the graduating class of the reporting year. The data represents the most recent ACT score earned by a 27 graduate. READY FOR COLLEGE COURSE WORK PERCENT OF STUDENTS MET ACT BENCHMARKS 5.7 5.5 English Math Read Science ALL Subjects 7.3 2.2 56.3 39. 28. 6.5 2.6 6.2 37.7 28.2 COLLEGE ENROLLMENT FRESHMEN ON TRACK 8TH GRADERS PASSING ALGEBRA I * 2 Months 6 Months 95. 26. 69. 72. 69.5 73.2 87. 29.5 * For the 8th graders passing algebra I, if the percentage is, it means that an Algebra I course is not offered. CTE ENROLLMENT 2 277,6 ADVANCED COURSE WORK (AP/IB/DUAL CREDIT) Grade Grade Grade 2 3,8 57,2 73,7

5 ADVANCED COURSE WORK All ADVANCED PLACEMENT (AP) COURSE WORK Grade 22,366 2,75 5,3 INTERNATIONAL BACCALAUREATE (IB) COURSE WORK Grade Grade2 Grade Grade Grade2 Grade Grade Grade2 3,73 3,35 2,97 DUAL CREDIT COURSE WORK 5,37 7,55 3,73 2,886 23,938 29,39 52 633 623 3,3,92 9,992,3 3,535,7,58 898 763 85,859 3,65,7 9,355,23,782,97,37,5 2,956 5,737 2,992,,69 92 27 27 27 799,3 Native Hawaiian/Pacific 3 52 56 7 9 5 5 3 American Indian 5 6 9 5 25 33 76 Two or More Races 79,32,9 55 59 72 85 LEP 73 2 6 35 27 59 238 26 Non LEP 22,293 2,9 5,273 3,8 3,78 2,959 5,25 6,87 3,67 IEP 29 7 86 32 99 89 52,2 2,86 Non IEP 22,57 2,235 5,573 3,28 3,6 2,78,85 5,855 29,65 Low Income 5,68,75,59 3,79 2,38 2,8 2,79 5,868,553 Non Low Income 7,298 3, 36,885 63 957 862 3,295,87 2,78

6 POST-SECONDARY REMEDIATION (CLASS OF 25) 53. 6.8 HIGH SCHOOL -YEAR GRADUATION RATE Gender Race / Ethnicity All Male Female American Indian LEP Migrant Students with Disabilities 99. 98.. 99. 92.3 92.3 87. 8.5 89.5 9.6 78.9 83.5 9.7 8.8 8.3 86.2 73.6 68.8 7.2 79. HIGH SCHOOL 5-YEAR GRADUATION RATE Native Hawaiian/ Pacific Two or More Races Gender All Male Female Race / Ethnicity Native Hawaiian/ Pacific American Indian Two or More Races LEP Migrant Students with Disabilities 95.7 96.2 95. 95.7 92.9 83.3 88. 86.3 9.7 9.7 8.9 85.5 95.8 88. 83.8 87.6 79. 82.6 75.5 8.8 HIGH SCHOOL 6-YEAR GRADUATION RATE Gender All Male Female Race / Ethnicity Native Hawaiian/ Pacific American Indian Two or More Races LEP Migrant Students with Disabilities 95.3 93.7 97.7 95.2 89.5 8.8 88.6 86. 9.8 9.6 8.3 85.7 95.7 89. 8.6 87.9 8.. 76.9 83.3 HIGH SCHOOL DROPOUT RATE Gender Race / Ethnicity All Male Female Native Hawaiian/ Pacific American Indian Two or More Races LEP Migrant Students with Disabilities Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged.6 2...7 6.2. 2. 2.3.8.2.2 2.7..2 2.7 2. 3.6 2.5 3.6 3.6

OVERALL STUDENT PERFORMANCE 7 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 8 6 25-6 3.6 37.7 33.2 3.5 26-7 2 PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS (PARCC) 8 6 3.5 35.5 33. 3. 25-6 26-7 2 DYNAMIC LEARNING MAPS - ALTERNATIVE ASSESSMENT (DLM-AA) 8 6 25-6 26-7 2 6.7 6.9 5.6 DLM-AA scores in the Progressing and Attaining performance levels count the same, respectively, as meeting or exceeding state standards.

8 PARCC PERFORMANCE These charts show the percentage of student scores meeting or exceeding expectations for the grades and subjects tested on PARCC that have demonstrated readiness for the next grade level/course and, ultimately, are on track for college and careers. PARCC Grade 3 8 6 2 36.3 36.2 39.2 39.2 26-7 PARCC Grade 8 6 6.6 37. 27.3 3.8 26-7 2 PARCC Grade 5 8 69.6 6 2 36.6 23.2 29.6 26-7

9 PARCC Grade 6 8 6 2 2. 3.9 7.2 28. 26-7 PARCC Grade 7 8 6 55.7. 38.6 27.2 26-7 2 PARCC Grade 8 8 6 2 23.6 37. 36. 32.3 26-7

SAT PERFORMANCE These show the percentage of student scores meeting or exceeding Standards for the grades and subjects tested on SAT SAT Grade 8 6 62.3 39.8 5.5 36. 26-7 2 SAT Grade,8,6,,2, 8,6.8,5.9 26-7 6 5.9 5.5 523.9 5. 2 ALL

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. The DLM-AA is administered to students in grade 3 through 8 and 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. In order to protect students' identities, test data for groups of fewer than ten students are not reported. PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR Gender Racial/Ethnic Background *Enrollment All 62 Male Female 322 28 575 2 3 Native Hawaiian /Pacific American Indian Two or More Races 2 LEP Economically Students with Disadvantaged Migrant Disabilities 93 29 Reading 2..6 3.6 2... 2.2.8 *Enrollment Reading,,59.8 533,97.8 5,68.8 55,668.7 75,5 2. 27,875.7 5,32.2,8 3.,73. 3,569 2. 9,576.9 26.6 3,863 3. 53,39.9 * Enrollment as reported during the testing windows for grades 3-8 and grade Number of LEP Students who have attended schools in the U.S. for less than 2 months and are not assessed on the 's reading/language arts test: PERCENTAGE OF STUDENTS NOT TESTED IN STATE TESTING PROGRAMS FOR MATHEMATICS Gender Racial/Ethnic Background All Male Female Native Hawaiian /Pacific American Indian Two or More Races LEP Migrant Economically Students with Disadvantaged Disabilities *Enrollment 6 32 28 57 2 3 2 93 28 2..6 3.6 2... 2.2.8 *Enrollment,6,65.8 535,.8 5,8.8 56,26.7 75,23 2.5 272,6.7 52,2.,9 2.7,739. 3,592 2.2 93,8. 27.6 3,785 3. 53,3.8 * Enrollment as reported during the testing windows for grades 3-8 and grade

2 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 : Did not yet meet expectations Level 2: Partially met expectations Level 3: Approached expectations Level : Met expectations Level 5: Exceeded expectations Students performing at levels 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 ( and mathematics), and at each grade level/course. PLDs are available at http://avocet.pearson.com/parcc/home. Grade 3 Grade 3 - All Levels 2 3 5 2 3 5. 2. 33.8 36.3. 7.6 7.7 35. 38..3 2. 9. 23.5 33.2 2.9 3.6 9.8 27. 3.9 8.3 Grade 3 - Gender Levels 2 3 5 2 3 5 Male.8 2.6 33.3 33.3.. 6. 3. 2. 2. 2. 2.5 23.6 29.9 2..7 9.2 26.3 3.9 8.9 Female 6.9 7.2 3.5.. 3. 2.7.8 3.. 7.8 8.3 23.3 36.7 3.9 2.5 2.5 28.5 3.8 7.7 Grade 3 - Racial/Ethnic Background Levels 2 3 5 2 3 5. 9. 3.2 36.7. 6. 7.9 35.9 38.5.3 2.2 6.3 25. 2.3 3.8 7.5 5. 27.2 39..3 35. 23.9 2.6 9.. 26.3 27.7 26.9 7.2.9 29.5 23.7 22.7 22.8.3 7.6 25. 3. 23.7 3.3 7.5. 9. 53.. 3.8 7. 7. 2.6 29.6 Native Hawaiian/Pacific 5.8 2.7 25.9 39.2 6.3.2.8 27.3 3.8.9 American Indian Two or More Races 33. 8.7 25.6 7.7 2. 2. 9.5 35.3.8 8.5 25. 32.3 2.9 3.2. 3. 8.8 26. 3.8.3

3 Grade 3 - Students with Disabilities Levels 2 3 5 2 3 5 IEP Non-IEP 6.2 5.9 3. 6.5 3.8 2.6 7.9 9. 5..5 37.3 2.8 7.7.3.8 36.. 6.2 3.8 7.7 5...6 35.3 26.9 2.7.3 2.7.. 5.2.9 2..5 3.3. 8.8 28.3 33.3 9.2 Grade 3 - Economically Disadvantaged Levels Free/Reduced Price Lunch Not Eligible 6.3 3.5.9 9.6 2 3.8 23.9.. 3 3.8 22.9 3.3 2. 6.3 2.7 3.8 7. 5 2 3 5. 3.3 26.7 33.3 26.7.. 2.2 25.9 29. 2.8 2.9. 6.3 5.6 35.9.6.6 5.3 5.7 2.6 25.3.7.8 Grade Grade - All Levels 2 3 5 2 3 5 5.7 7. 3.7 2..5 8. 2.6 3.2 26...2 2. 28.3 3. 5.9 5.7 25.3 28.2 27.6 3.2 Grade - Gender Male Female Levels 2 3 5 2 3 5. 22.7 27.3 3..5. 2.5 7.7 2.5. 7. 22. 28.2 28..2 6.5 2.6 27.3 28.2 3.3.. 3. 5..5.5 22.7 38.6 3.8 2.3. 8.8 28. 3. 7.7.8 26. 29.2 26.9 3.

Grade - Racial/Ethnic Background Levels 2 3 5 2 3 5 6. 7.9 28.6 2.9.8 8.3 2.2 2.9 27..2 8.2 5.8 28. 39.6 8. 8.7 9.7 3.6 37.. 25.5 28.2 27.7 7..5 3.7 33.7 23.7..5 9.2 25.7 3. 22.5 2.5 2.5 32.6 28.2 7.7..7 8.7 2. 6.7 9.5.. 2.7 9. 6. Native Hawaiian/Pacific..6 22. 39.6 3.. 6.5 3. 32.3 9. American Indian Two or More Races 22. 2.8 29. 2.7 2. 9.8 32. 32. 5.2.8 3. 9. 27.5 33.3 7..6 2.3 28.6 28.9 3.6 Grade - Students with Disabilities Levels 2 3 5 2 3 5 IEP 28.6 6. 5. 27.6 2. 6.6. 8.8.. 5. 2.8 28.6 3.6 2. 6.. 8.8..6 Non-IEP..8 32. 5. 5.. 2.3 7.3 3.. 9.3 9.3 3. 3.6 6.7.6 2. 3. 3. 3.6 Grade - Economically Disadvantaged Levels 2 3 5 2 3 5 Free/Reduced Price Lunch. 2.2 25. 26.7 5. 29.6 2. 2.6..9 2. 23.6 25. 32.5 5. 27.2. 5.9..9 Not Eligible..7 26.5 8.5 5.9. 2.6 2.6 3.9.5 6. 3.2 26.9 3.3.6 6.6 7. 29.. 5.9 Grade 5 Grade 5 - All Levels 2 3 5 2 3 5. 8.7 2.3 65.2.3.3 26. 6. 2.7. 2. 27.9 33.7 2.9 3.3 26.6 3.5 25.6. 3.9

5 Grade 5 - Gender Male Female Levels 2 3 5 2 3 5 2.9.8 23.5 58.8 2.9 5.9 29.. 7.6 2.9 7. 23.9 28. 28.9.7.9 26.5 28.6 25.6. American Indian..9 5.7 8.8 7. 27.5 7. 38.6 5.7 2.9 22.9 8.6 25.7..2.7 26.7 32. 25.7 3.5 Grade 5 - Racial/Ethnic Background Levels 2 3 5 2 3 5.5 9. 2.9 6.2.5.5 26.9 6.3 2.9.5 7.8 6. 28.7 3.. 7.9 2.7 32. 33.9 5. 26. 3. 26. 6.9.5 26.9 37. 25..2.5 9.3 27.3 29. 23.. 6.5 33.7 32. 6.8..9 9.7 9. 55.8.6 2.9 9.7 22.2 5.8 9. Native Hawaiian/Pacific Two or More Races.3 6.7 29.5. 3.2 7.6 2.7 28. 3.2 2.9 2. 25.6 9.6 26.8 27.9 2. 36.5.2. 5.9 3.3 33.5 25.9 3. 28.3 5.6 27.5.5. 5. Grade 5 - Economically Disadvantaged Levels Free/Reduced Price Lunch Not Eligible. 2..9 5.8 2 25. 28.2 3.8 3.9 3 3.3 28.5 7. 27.3 3.8 2. 7.7 7.6 5 2 3 5. 6.3 5. 37.5 6.3..7 2.2 3.6 29.7.6.9 5.7 3.8 8.9 9. 26..9 5.3 5.7 7.7 3.3 37.9 7.3 Grade 6 Grade 6 - All Levels 2 3 5 2 3 5 2.9 28. 38.7 2.. 8.3 32.3 32.3 7.2..8 23.3 3. 3.7.2 6. 26.2 29.6 2.2 3.9 Grade 6 - Gender Male Female Levels 2 3 5 2 3 5 7. 3.9 3. 7.. 2.8 3. 36.2 7.. 5. 27. 3. 25.2 2.5 8. 26.5 28. 23.5.. 8.7 23.9 3.5 23.9 23.9 3. 28.3 7.. 7.9 9. 3.2 36.5 6.. 25.9 3.2 2.9 3.9

6 Grade 6 - Racial/Ethnic Background Levels 2 3 5 2 3 5 Native Hawaiian/Pacific American Indian Two or More Races. 27.9 37.2 2.9. 6.3 33.7 32.6 7.. 6.9 7.5 3.9 39. 5.6 9.5 2. 32.5 32..9 22.8 3. 27.9..8 32. 36. 22.7 8.6 5. 29.9 3.5 2.7.5 2.7 32.3 3. 5.8 3.7 8.7 2.6 5.7 5.2.2 9.5 2.9.8 8.5 2. 32.7 38.8 7.9 7.8 22.8 2.6 37. 2.6 25.6 3. 2.3 2. 2. 3.8 28.9 6..8 23. 29.5 3.6 5.2 6. 25.9 28.7 23.6.5. 9.5 7.8.9 5.7 Grade 6 - Students with Disabilities Levels 2 3 5 2 3 5 IEP 3.8 6.2 5. 7.7. 38.5 53.8 7.7.. 2.3 36.5 5.6 5.3.3 8.2 33.9 2.9.6. Non-IEP. 25. 2.5 22.5. 5. 28.8 36.3 2.. 7.2 2.3 32.2 3.5.8. 25. 32. 27.. Grade 6 - Economically Disadvantaged Levels Free/Reduced Price Lunch Not Eligible 2 3 5 2 3 5 8.2.9 3.8 9.. 22.7.9 22.7 3.6. 7.9 3.3 3.5 9..3 2. 33.9 27.6 3.3.9.3 23.9.8 23.9. 6.9 29.6 35.2 8.3. 5.3.8 29.6 3. 7.3 7. 8. 3.6 35.8 7.2 Grade 7 Grade 7 - All Levels 2 3 5 2 3 5 6.8 2.5 25. 6.6 9. 5.7 9.3 36. 36. 2.3 5. 8. 26.2 29.8.2. 27. 3.2 2. 3.2 Grade 7 - Gender Male Female Levels 2 3 5 2 3 5 2.2 2. 22. 2.9 2. 8.2 22. 36.7 3.6 2. 2.5 2. 26.5 25.2 6.3 2.8 27.8 32.7 23.3 3.. 2.6 28.2 5.3 7.9 2.6 5. 35.9 3.6 2.6. 5.2 25.9 3.7.2. 26. 35.8 2.8 3.

7 Grade 7 - Racial/Ethnic Background Levels Native Hawaiian/Pacific American Indian Two or More Races 2 3 5 2 3 5 6.9 2.6 25.3 6. 9.2 5.7 9.5 35.6 36.8 2.3 9..5 26.3 36.5 3.3 7. 2.8 36.9 3. 3.9 28.7 26.5 25.5 6.5 2.8 22.6.7 28. 8.5 2. 22.7 28.2 23.6 5..5 33.9 3.9 5.8 5.3 7.5 8. 39.3 29.8 3. 9.8 2.9.5 8. 2. 26.2 35.5 7.8 9.6.8. 33.9 22.3 22.3 27. 22. 6.3 5.9 3.9 32.8 8..2 8. 26. 3.5.9.2 28. 32. 2.7.3.9 7.3.7.5 3.8 Grade 7 - Students with Disabilities Levels 2 3 5 2 3 5 IEP Non-IEP..... 2. 5. 2... 5.3 26.3 5.5 5.9.9 37.5 2. 5.5.2. 2.6 9. 26.9 52.6 9. 3.8 5. 38.5..3.2 7.2 27.8 33.3.5 7.7 2.9 36.9 26.9 3.6 Grade 7 - Economically Disadvantaged Levels 2 3 5 2 3 5 Free/Reduced Price Lunch Not Eligible 7.6.8 29..2. 5.9.2 7.6 35.3. 23. 2.2 27.5 2.8. 7. 36.2 32.7 3..7.2 2.7 23.9 7.9.3 5.6..8 36.6 7. 2.5 25. 38.8 6.3 5.5 8. 35.6 35. 2.8 5.7 Grade 8 Grade 8 - All Levels 2 3 5 2 3 5 3.5 23.6 39.3 2.3 2.2 5.7 2.2 28. 33.7 2.2 6.6 9.9 26. 3.2 6.2 23.6 2.6 23.6 27.7.6 Grade 8 - Gender Levels 2 3 5 2 3 5 Male 2. 3. 3. 2.. 2. 22. 22. 32.. 22. 23. 25.8 25.2 3.6 26.3 2.8 22.3 25.8.7 Female. 5. 6.2 33.3 5. 5. 7.9 35.9 35.9 5..5 6.6 26. 37.6 8.8 2.6 2.3 2.8 29.8.

8 Grade 8 - Racial/Ethnic Background Levels 2 3 5 2 3 5.8 2. 39.8 22.9 2. 3.3 2.7 27.7 3.9 2.. 6.6 26.5 37.9 7.8 5.5 7.5 25.7 35.7 5.6 29. 27. 25. 7.. 3. 25.9 8.8.2.7 2. 2. 27.5 2.5 2.8 29.5 25.5 23.9 9.7. 5. 7.5 8.6 6.8 22. 6.6 8.3 6.5 5.7 22.9 Native Hawaiian/Pacific 9.5 3. 25.5 3.8 8. 6..7 27.. 5.7 American Indian Two or More Races 23. 6.5 23.3 8.5 2.2 25.7 25.3 3.3.2 8. 3. 2. 22. 9.7 22.8 22.6 2. 27. 3. 6. Grade 8 - Students with Disabilities Levels 2 3 5 2 3 5 IEP 6.3 28.6 7... 6.3 2..3.. 5.2 26. 3. 5..6 63.3 2.8 9.6.8.5 Non-IEP. 22.7 5.3 25.3 2.7 6.7 2. 3.7. 2.7.3 9. 27.9 3.9 6.9 7.9 2. 25.5 3. 5.2 Grade 8 - Economically Disadvantaged Levels Free/Reduced Price Lunch Not Eligible 23.8 2.7.3 8.7 2 23.8 25.3 23.5.6 3 38. 26.5 39.7 25.7.3 2.3 23.5. 5 2 3 5. 38..8 38. 9.. 2.2 3.5 25.5 22. 6.7.2 2.9 8.8 25. 25. 38.2 2.9. 2.8 5.7 25. 38.5 7.9 SAT Each Performance Level is a broad, categorical level defined by a student s 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 scores for the assessment. There are four Performance Levels for SAT: Level -- Partially Meets Standards Level 2 -- Approaching Standards The student has only partially met standards & demonstrates a minimal understanding of the knowledge & skills needed relative to the Illinois Learning Standards. The student is approaching the proficiency level & demonstrates an incomplete understanding of the knowledge & skills needed relative to the Illinois Learning Standards. Level 3 -- Meets Standards The student has met the proficiency level & demonstrates adequate understanding of the knowledge & skills needed relative to the Illinois Learning Standards. Level -- Exceeds Standards The student has exceeded the proficiency level & demonstrates a thorough understanding of the knowledge & skills needed relative to the Illinois Learning Standards.

9 SAT SAT- All Levels 2 3 2 3 5.6 22.8 22. 37. 5.6 26.7.7 3. 9.5 3. 35. 32.6.3 28.5 5.2 7.9 SAT - Gender Male Levels 2. 26. 2 9. 36. 3 7.6 25..9 2.5 2. 3.6 2 3 23.8 7.6 3. 28.9 7. 9.5 Female 8.6 9.5 25.7 38. 5.3 28.5. 3.6 7. 3.3 8.6 3.3 3. 28.2 2.9 6.2 SAT - Racial/Ethnic Background Levels 2 3 Native Hawaiian/Pacific American Indian Two or More Races 2.7 2. 53.5 2.7 9.7 3. 3.7 5.6.7 3.2 33.2 7.8 2.9 3.9 36.8...8 3.8 3. 56.3 32..9.8 3.5. 9..7. 37.3 9.5 2..2 2.5 33.5 3.8.7 22. 38.8 28.3 28.2.7 2. 9.7.9 29.6 2.7.8 8.8 35.9 27.9 7.5 28. 2 3 6.2 39.7 26.5 7.6 28.7 27.2 33.. 3.6 29.8.6 SAT - Students with Disabilities IEP Levels 75. 66. 2 3 8.3 6.7 25.6 6.3. 2. 75. 76. 2 3 6.7 8.3 7. 5.8.. Non-IEP.6 7.5 2.6 38.8 56.9 29.2 3.8. 9.2 25.5 38.5 3.5 6.2 3.3 6.2 8.7

2 SAT - Economically Disadvantaged Levels Free/Reduced Price Lunch Not Eligible 2 3 2 3 5. 28.6.3 7. 57. 28.6.3. 36. 2.9 7. 3.9 7. 3.6 6.5.9 7.9 2.6 58.7 2.7. 36.5 6. 6.3 3.2 33. 33.8 9.7 9.3 3.2 37.3 2.2

2 RACE/ETHNICITY AND DISABILITY CATEGORY FOR STUDENTS WITH DISABILITIES Percent of Students with Disabilities by Race / Ethnicity All Peer s * All Students Students with IEPs All Students Students with IEPs All Students Students with IEPs Percent of Students with IEPs in Each Disability Category Disability Category Autism Deafness Deaf-Blindness Developmental Delay Emotional Disability Hearing Impairment Intellectual Disability Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment Percent of All Students All Peer s*.2..5. Native Hawaiian All Peer s* 7.8. Native American Percent of Students with IEPs 8..2 Two or More Races 95.7. 2..2...6 95.5.3.3....9 62.2.2 7.9...3.2 6.5.6 7. 2...3.6 8.5 7. 25.7.9.. 3. 7.9 2. 25.2 2... 3.6.6...8.5..9.2. 2.5 5.9....2...9.9.2.8.2. 2..8 3.....8.9..8...7 5. 2.... 2.9 3.9.6 6.5.3.6 8. 3.2 7.7..6. 2. 6.. 5... 3.8 32. 9.6.3.. 2.6 6.. 5.6.. 2.2 3.9 6.8.2. *Peer districts are districts of the same type as this district: Elementary School, High School, or Unit ** Peer districts for Unit s do not include Chicago Public Schools *** Students who are receiving special education and/or related services via an Individualized Service Plan (ISP) have been removed from all calculations

EDUCATIONAL ENVIRONMENTS FOR STUDENTS WITH DISABILITIES 22 Educational environment refers to the extent to which students with disabilities receive special education and related services in classes or schools with their non-disabled peers. Research has shown that students with disabilities who received their special education and/or related services in the general education environment displayed increased motivation, higher self-esteem, improved communication and socialization skills, and greater academic achievement as compared to students who received their special education and/or related services in a more restrictive, or segregated, environment. The educational environments in which students with disabilities ages 6-2 receive their special education and/or related services are generally classified into four settings:. Served inside the general education classroom 8% or more of the day 2. Served inside the general education classroom % to 79% of the day 3. Served inside the general education classroom less than % of the day. Served in separate educational facilities The following information is provided for students ages 6 through 2. Percent of Students with Disabilities in Various Educational Environments All Students with a Disability All Peer s* Inside > 8% Inside -79% Inside <% Separate Facility 2.5 7.9. 5.5 5.9 26. 3.3 5.6 53.2 26.8 3.6 6.

23 Educational Environments by Race / Ethnicity Inside > 8% Inside -79% Inside <% Separate Facility All Peer s* 3.2 8.2 3.6 5. 57.2 26.2. 5.5 57.2 2.7.6 6.5 All Peer s* 6.5 26. 9.8 7.6 3.6 3. 7.3 8. All Peer s* 5. 26.8.8.3 53.7 28. 3.7.5 All Peer s* 56.8 8.8 8.5 6. 5.3 9.5 9. 7. Native Hawaiian All Peer s* 6.6 23.9 9.3.2 7. 2.8 8..2 Native American All Peer s* 5.6 3. 3. 5. 53.6 25.3 6.5.7 Two or More Races All Peer s 5.9 25.. 6. 5. 2.5.3 6.9 *Peer districts are districts of the same type as this district: Elementary School, High School, or Unit ** Peer districts for Unit s do not inlcude Chicago Public Schools

2 Educational Environments for Selected Disabilities Inside > 8% Inside -79% Inside <% Separate Facility Autism All Peer s* 32.9 23.3 29.5.2 3.6 22. 3.2 5.8 Emotional Disability All Peer s* 29.2 2.3 9.2 3.3 33. 2. 5.7 29.8 Intellectual Disability All Peer s*... 2..3 29.9 5.2.6.3 28.3 5.5 6. Other Health Impairment All Peer s* 6.7 39.3.. 56. 29...6 58. 27.7 9.7.6 Specific Learning Disability All Peer s*.3 58.2.5. 55.3 37. 6.8. 5.8 37.3 6.8. Speech or Language Impairment All Peer s* 9.... 97.8.5.6. 96.7 2.3.9. Early Childhood Educational Environments (ages 3-5) Educational environments for children ages 3 through 5 can be generally classified into one of the following settings: A. B. Children attending a regular early childhood program and receives the majority of special education and related services in some other location. C. Children receiving special education or related services full time in a separate class/facility. D. Children receiving special education or related services full time in the child's home. E. Children receiving special education or related services from a service provider, and who do not attend an early childhood or special education program. Percent of Students with Disabilities in Various Educational Environments All Peer s* Children attending a regular early childhood program and receives the majority of special education and related services in the regular early childhood program. Regular Early Childhood Program Majority of Services Inside EC Program Majority of Services Outside EC Program Separate Class/ Facility Home Service Provider 36. 32.9 23.5. 7.. 26. 26.8.3 6.9

25 Educational Environments by Race/Ethnicity All Peer s* Regular Early Childhood Program Majority of Services Inside EC Program Majority of Services Outside EC Program Separate Class/ Facility Home Service Provider 36. 33.7 2.3. 8.2 35.5 3.2 23.6.3 9.5 All Peer s* 3. 36. 25..7 3.5 2.5 23. 3.6. 2.6 All Peer s* 36.7 29.8 27.6.3 5.5 9.2 7.6 29.2. 3.8 All Peer s* 35. 7.7 38.5. 8.8 39.5 7. 37.3. 6.2 Native Hawaiian All Peer s* Native American All Peer s* Two or More Races All Peer s* 55.6 22.2 6.7. 5.6 7.7 22.7 22.7. 6.8 3.6 36.8 23.7. 7.9 7.7 2.6 27..9 3.7 32.5 36.5 25..2 5.8 36.2 3. 27.9. 5.7 *Peer districts are districts of the same type as this district: Elementary, High School, or Unit ** Peer districts for Unit s do not include Chicago Public Schools

26 Educational Environments for Selected Disabilities Autism All Peer s* Regular Early Childhood Program Majority of Services Inside EC Program Majority of Services Outside EC Program Separate Class/ Facility Home Service Provider 26.8.5 58...7 25.5.6 6.9..9 Developmental Delay All Peer s* Emotional Disability All Peer s*. 9.9 38...6.2 5.8 39...9 7. 29.6 59.3. 3.7 5.7 27. 5.3. 2.9 Intellectual Disability All Peer s* Other Health Impairment All Peer s* Specific Learning Disability All Peer s* Speech or Language Impairment All Peer s* 26.6 28. 5.3.. 2. 6.9 62....5 6. 36.3..7.6.6 2.3.. 29.6 29.6.7.. 2.2 25. 26.6. 6.3 3.8 9. 3.8.6.8 38.3.3.7. 5.3 *Peer districts are districts of the same type as this district: Elementary, High School, or Unit ** Peer districts for Unit s do not include Chicago Public Schools

STATE PERFORMANCE PLAN INDICATORS FOR STUDENTS WITH DISABILITIES 27 The Individuals with Disabilities Education Act (IDEA 2) requires states to develop and submit a Performance Plan (SPP) to the Office of Special Education Programs (OSEP) at the U.S. Department of Education. The SPP is designed to evaluate the 's efforts to implement the requirements and purposes of IDEA and describe how the will improve its implementation. The plan consists of several priority areas with specific indicators defined for each area. Measurable and rigorous targets are defined for each indicator to show progress throughout the life of the SPP. s are required to publicly report on SPP Indicators -. A link to the Illinois Performance Plan, Part B can be found at: <https://www.isbe.net/pages/-performance-plan-data-and-accountability.aspx> The table below shows how this school district performed on specific indicators and whether or not it met the annual state targets for those indicators as defined in the Illinois Performance Plan. Some indicators require a minimum number of students before comparing district data to the state targets. "N/A" indicates that either the district did not have enough students to report on the district's performance for that particular indicator or the district does not serve students of the ages measured by the indicator. The Test Participation Rate is calculated by dividing the number of participants by the Tested Enrollment. At least 95% of students should be tested in and mathematics with at least students. If the state test participation rate is less than 95%, a 95% confidence interval is applied and the student group can meet the 95% target through the confidence interval. SPP Indicator Indicator Description 26-27 Data 26-27 Target Met Target Graduation Rate for students with IEPs (Data lag one year). 8. YES 2 Dropout Rate for students with IEPs (Data lag one year) 5..7 NO Made adequate yearly progress (AYP) for students with 3a N/A N/A N/A IEPs 3b 3b Reading assessment participation rate for students with IEPs Math assessment participation rate for students with IEPs 97.8 97.8 95. 95. YES YES 3c Students with IEPs meeting or exceeding standards on state reading assessments 9.9 2. NO 3c Students with IEPs meeting or exceeding standards on state math assessments.. NO a Significant discrepancy in the rate of suspensions and expulsions of greater than days for children with IEPs (Data lag one year) NO NO YES b Significant discrepancy by race or ethnicity, in the rate of suspensions and expulsions greater than days of children with IEPs and have policies, procedures and practices that contributed to the significant discrepancy (Data lag one year) NO NO YES 5a Students with IEPs ages 6-2 served inside the general classroom > 8% of the time 2.5 56. NO 5b Students with IEPs ages 6-2 served inside of the general classroom < % of the time. 6.5 YES 5c Students with IEPs ages 6-2 served in separate educational facilities 5.5 3.9 NO

28 SPP 26-27 Data 26-27 Target Met Target Indicator Indicator Description 6a Children ages 3-5 in regular early childhood program and receiving the majority of special education and related services in the regular early childhood program 32.7 6b Children ages 3-5 in separate special education class, separate school or residential facility 3.7 7a Children who entered or exited an Early Childhood Special Education program below age expectations who substantially increased their rate of growth with improved functioning in positive social-emotional skills 86. 7a Children in an Early Childhood Special Education program who were functioning within age expectations with positive social-emotional skills by the time they exited the program 55. 7b Children who entered or exited an Early Childhood Special Education program below age expectations who substantially increased their rate of growth with improved acquisition and use of knowledge and skills by the time they exited the program 86.8 7b Children in an Early Childhood Special Education program who were functioning within age expectations with acquisition and use of knowledge and skills by the time they exited the program 53.7 7c Children who entered or exited an Early Childhood Special Education program that substantially increased their rate of growth in the use of appropriate behavior to meet their needs by the time they exited the program 87.9 7c Children in an Early Childhood Special Education program that were functioning within age expectations regarding the use of appropriate behavior to meet their needs by the time they exited the program 6. 8 Parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities 6. 9 Disproportionate representation of racial and ethnic groups in special education and related services that was the result of inappropriate identification NO NO YES Disproportionate representation of racial and ethnic groups in specific disability categories that was a result of inappropriate identification NO NO YES

29 SPP Indicator Indicator Description 26-27 Data 26-27 Target Met Target Children with parental consent to evaluate who were evaluated and eligibility determined within 6 days.. YES 2 Children referred by early intervention prior to age three who were found eligible for special education services and have an IEP developed and implemented by their third birthdays. 3 Youth age 6 and above with an IEP that includes coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.. YES a Youth who had IEPs, are no longer in secondary school and are enrolled in higher education within one year of leaving high school 35. b Youth who had IEPs, are no longer in secondary school and are enrolled in higher education or competitively employed within one year of leaving high school 57. c Youth who had IEPs, are no longer in secondary school and are enrolled in higher education or some other post secondary education or training program; or competitively employed or in some other employment within one year of leaving high school 73. SPP Indicators - 8 and are Results Indicators SPP Indicators 9-3 are Compliance Indicators