1. October 2012
Annual District
Progress Report 2012

2. Goal #1:
To continually
improve student
growth and
achievement

3. 20 Year Historical Enrollment Data
4500
4080
4000
3701
3582
3500 3412
3270
3028
3000 2920
2753
2608
2451
2500 2365
22062270
20112089
2000 1904187618731940
18271860
1500
1000
500
0

4. Ethnicity Trend Data
100
90 86.7 86.6 85.4 84.1
81.8 81.2
80 78.5 76.9 76.4
74.2 74.1
70
60
50
40
30
20
14.5
10
4.6 5.8 5
2.8 2.2
0
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
White Black Hispanic Asian

5. Percent Free and Reduced Lunch
10
9 8.7
8.1
8
7
5.8 6
6 5.6 5.4
5.1 5.3 5.2 5.3
5
4
4
3
2
1
0
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

6. Percent of IEP Students
15
14
13 12.3
12 11.9 11.9 12 12
12 11.5
11 10.7 10.7 10.8
10
10
9
8
7
6
5
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

7. Number of ELL Students
200
173 179
180
154
160
140 123
120 103
100 88
80
60 47
40 31
20
0
2005 2006 2007 2008 2009 2010 2011 2012

8. Trend Performance for All State
Tests/All Grades/All Subjects
100 92 92 93 93 92.2
90 91
90 84 87
82 83
80
70
60
50
40
30
20
10
0
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

10. 2012 District Assessment Results
• ISAT: Criterion Referenced Exam based upon Illinois
Learning Standards and indicators
• PSAE: Combined Work Keys and ACT Scores
• ACT: American College Testing
• AP Data: Advanced Placement

11. 2012 ISAT Reading Performance
100
93 97 95 95 97
92
90
80
70
60
50
40
30
20
10
0
3rd grade 4th grade 5th grade 6th Grade 7th Grade 8th Grade

12. Reading Trends for All Students
100 96 96 95 95
93 94 93
98 95 97 96 96 96
94 92
90
80
70
60 2008
50 2009
2010
40
2011
30 2012
20
10
0
3rd grade 4th grade 5th grade

13. Reading Trend Performance
100
92 93
95 96 95 91 91
96 95 95 97 96 9699
97
90
80
70
60 2008
50 2009
2010
40
2011
30 2012
20
10
0
6th grade 7th grade 8th grade

14. 2012 ISAT Math Performance
100 96 98 95 96 95 98
90
80
70
60
50
40
30
20
10
0
3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade

15. Math Trend Performance
100 99 97 99 96 96 98 98 99 98 98 95 96 94 9595
90
80
70
60
50
40
30
20
10
0
3rd grade 4th grade 5th grade
2008 2009 2010 2011 2012

16. Math Trend Performance
100 96 96 95 97 94 93 98 98 95 96 96 96 9798
96
90
80
70
60
50
40
30
20
10
0
6th grade 7th grade 8th grade
2008 2009 2010 2011 2012

17. Science Trend Data
100 97 96 98 97 96 94 97 97 96
90 87
80
70
60 2008
2009
50
2010
40 2011
30 2012
20
10
0
4th grade 7th grade

18. Class of 2012 ACT Performance
25
24.6
24.5 24.4
24.2 24.1 24.0
24
23.5
23 Composite
22.5
22
21.5
21
2008 2009 2010 2011 2012

19. Students Meeting College Readiness Benchmarks
100
90
90
80 75 74
70 65
60 57
50 47 44 Dunlap
40 State
30
30
20
10
0
English (18) Reading (21) Math (22) Science (24)

20. ACT Trend Scores (2008/2012)
25 24.8 24.6 24.6
24.5 24.5
24.5
24.2 24.2
24
24 23.9
23.5
23.5
23 2008
2012
22.5
22
21.5
21
English Reading Math Science Composite

21. 2012 PSAE Performance
100
90
80
80
70 78
75
60
50
40
30
20
10
0
Reading Math Science

22. PSAE Trend Performance
100
90
80 78 80
73 76 75 75
70
2007
60 2008
50 2009
2010
40
2011
30
2012
20
10
0
Reading Math Science

23. Advanced Placement Trend Scores
250 237
200
176
147
150
126
108
100
74
50
0
AP Students AP Exams Scores of 3+
2008 2012 Number of Students

25. No Child Left Behind (2001) requires:
95% of all students in grades 3-8 and 11th grades be
assessed (District 99.5%)
Schools meet the 91% attendance rate for elementary
and middle schools (District 95.7%)
High Schools meet the minimum of 82% graduation
rate (District 88.6%)
All students meet the minimum AYP (85% )
All subgroups (45 students or more) meet AYP (85%)
White, Black, Hispanic, Asian/Pacific Islander, Native
America, Multi-Racial/Ethnic, Limited English
Proficient, Students with Disabilities, and Economically
Disadvantaged

26. NCLB Adequate Yearly Progress

27. 2012 District Performance
All White Asian African American IEP Low SES
100
92 93 92 94 95 97
90
82 87
80
80
AYP Minimum 71 74
70 67
60
50
40
30
20
10
0
Reading Math

28. How is the data used?
• Continuous improvement!
• Data is reviewed by teachers/administrators to examine:
▫ Student performance by school/grade level
▫ Individual student performance
▫ Curricular strengths/needs
▫ Instructional strengths/needs
• The data is combined with other District assessments
▫ PLC teams identify students in need of additional support
▫ Curriculum Council examines curricular/instructional gaps
▫ Building Leadership Teams set instructional goals for the school
• Interventions are provided for students
• Curricular/Instructional changes are made as appropriate