U.S. Department of Education November 2002
2002-2003 No Child Left BehindÑBlue Ribbon Schools Program
Cover Sheet
Name of Principal Mr. David Work
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name Lyon Elementary School
(As it should appear in the official records)
School Mailing Address 1335 Waukegan Rd. __________________________
(If address is P.O. Box, also include street address)
Glenview Illinois 60025-3021____________________
City State Zip Code+4 (9 digits total)
Tel. ( 847 ) 998-5045 Fax ( 847 ) 998-9701
Website/URL lywww.ncook.k12.il.us Email work@ncook.k12.il.us
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge all information is accurate.
Date____________________________
(PrincipalÕs Signature)
Private Schools: If the information
requested is not applicable, write N/A in the space.
Name of Superintendent Dr. Dorothy Weber
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name: Glenview Community Consolidated Schools District 34 Tel. ( 847 ) 998-5000
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date____________________________ (SuperintendentÕs Signature)
Name of School Board
President/Chairperson Mrs. Beth Primer
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
I have reviewed the information in this package, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date____________________________
(School Board PresidentÕs/ChairpersonÕs Signature)
PART I ‑ ELIGIBILITY CERTIFICATION
The signatures on the first page of this application certify that each of the statements below concerning the school's eligibility and compliance with U.S. Department of Education, Office of Civil Rights (OCR) requirements is true and correct. [Include this page in the application as page 2.]
1. The school has some configuration that includes grades K-12.
2. The school has been in existence for five full years.
3. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district‑wide compliance review.
4. The OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan from the district to remedy the violation.
5. The U.S. Department of Justice does not have a pending suit alleging that the nominated school, or the school district as a whole, has violated one or more of the civil rights statutes or the Constitution's equal protection clause.
6. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II Ð DEMOGRAPHIC DATA Ð LYON SCHOOL
DISTRICT
1. Number of schools in the district: 6 Elementary schools
1 Middle schools
Junior high schools
High schools
7 TOTAL
2. District Per Pupil Expenditure: $5, 375
Average State Per Pupil Expenditure: $4,667
SCHOOL (To be completed by all schools)
1. Category that best describes the area where the school is located:
[ ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ X ] Suburban
[ ] Small city or town in a rural area
[ ] Rural
2. Number of years the principal has been in her/his position at this school.
8 If fewer than three years, how long was the previous principal at this school?
3. Number of students enrolled at each grade level or its equivalent in applying school:
|
Grade |
# of Males |
# of Females |
Grade Total |
|
Grade |
# of Males |
# of Females |
Grade Total |
|
|
K |
61 |
62 |
123 |
|
7 |
|
|
|
|
|
1 |
70 |
60 |
130 |
|
8 |
|
|
|
|
|
2 |
74 |
84 |
158 |
|
9 |
|
|
|
|
|
3 |
57 |
72 |
129 |
|
10 |
|
|
|
|
|
4 |
|
|
|
|
11 |
|
|
|
|
|
5 |
|
|
|
|
12 |
|
|
|
|
|
6 |
|
|
|
|
Other |
|
|
|
|
|
|
TOTAL STUDENTS IN THE APPLYING SCHOOL |
540 |
|||||||
PART II Ð DEMOGRAPHIC DATA Ð LYON SCHOOL - Continued
6. Racial/ethnic composition of 81.9 % White
the students in the school: 0.5 % Black or African American
13.7 % Hispanic or Latino
3.9 % Asian/Pacific Islander
0 % American Indian/Alaskan Native
100% Total
7. Student turnover, or mobility rate, during the past year: 4.26 %
(This rate includes the total number of students who transferred to or from different schools between October 1 and the end of the school year, divided by the total number of students in the school as of October 1, multiplied by 100.)
|
(1) |
Number of students who transferred to the school after October 1 until the end of the year. |
|
|
(2) |
Number of students who transferred from the school after October 1 until the end of the year. |
13 |
|
(3) |
Subtotal of all transferred students [sum of rows (1) and (2)] |
25 |
|
(4) |
Total number of students in the school as of October 1 |
587 |
|
(5) |
Subtotal in row (3) divided by total in row (4) |
0.0425 |
|
(6) |
Amount in row (5) multiplied by 100 |
4.26 |
8. Limited English Proficient students in the school: 14%[S1]
82 [S2] Total Number Limited English Proficient
Number of languages represented: 8 [S3]
Specify languages: Arabic, Japanese, Hungarian, Korean, Mandarin, Polish, Russian, and Spanish
9. Students eligible for free/reduced-priced meals: 12.3 %
70 Total Number Students Who Qualify
PART II Ð DEMOGRAPHIC DATA Ð LYON SCHOOL Ð Continued
10. Students receiving special education services: 18.7 %
107 Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act.
0 Autism 0 Orthopedic Impairment
0 Deafness 2 Other Health Impaired
0 Deaf-Blindness 15 Specific Learning Disability
1 Hearing Impairment 85 Speech or Language Impairment
3 Mental Retardation 0 Traumatic Brain Injury
0 Multiple Disabilities 1 Visual Impairment Including Blindness
11. Indicate number of full‑time and part‑time staff members in each of the categories below:
Number of Staff
Full-time Part-Time
Administrator(s) 1 .5
Classroom teachers 21 4
Special resource teachers/specialists 14 6
Paraprofessionals 14 7
Support staff 3
Total number 53 17.5
12. Student-Òclassroom teacherÓ ratio: 23.4
13. Show the attendance patterns of teachers and students. The student drop-off rate is the difference between the number of entering students and the number of exiting students from the same cohort. (From the same cohort, subtract the number of exiting students from the number of entering students; divide that number by the number of entering students; multiply by 100 to get the percentage drop-off rate.) Briefly explain in 100 words or fewer any major discrepancy between the dropout rate and the drop-off rate. Only middle and high schools need to supply dropout and drop-off rates.
|
|
2001-2002 |
2000-2001 |
1999-2000 |
|
Daily student attendance |
95.8 |
95.6 |
95.2 |
|
Daily teacher attendance |
92.2 |
92.1 |
93.1 |
|
Teacher turnover rate |
13.1 |
16.0 |
14.7 |
Part III - Summary
Lyon Elementary School, Glenview Illinois, is a dynamic, child-centered learning community educating children in pre-kindergarten through third grade. A dedicated staff provides a quality educational program suited to meet the needs of each individual child in a supportive environment. Our belief is all children can achieve success if given the opportunities, materials, and support. Following the directive of our DistrictÕs motto, ÒEvery Child A Winner,Ó our mission is to enable students to appreciate themselves and others as responsible, independent, and collaborative learners within an academic environment that is both challenging and nurturing. All socioeconomic levels of our diverse school population receive academic support tailored to their needs. Specific goals and objectives, as well as a variety of activities and projects throughout the year, enable all our children to achieve academic success. Ensuring that ÒNo Child Is Left Behind,Ó strategies to reach every Lyon School child include:
á An Illinois state funded early intervention kindergarten program, a model for other primary schools in our District, for those children identified as being at-risk before formally entering school
á A District funded, research based, extended day Kindergarten program for at-risk students
á A school reading support program providing early intervention support for emerging readers
á An enrichment program in reading and mathematics designed to meet the needs of our upper quartile of students
á An after school tutoring program with high school volunteers (Lyon Learning Club) to provide assistance with homework for at-risk students
á Parent and family educational programs focusing on reading and mathematics (Literacy Night, Family Math Night, Family Technology Night, Family Reading Night)
á A variety of heterogeneous classroom[S4] groupings (multi-age, looping, and traditional one grade/one teacher) to provide children with a setting conducive to their individual learning styles
á An active PTA that provides volunteers for classrooms as well as funding for special projects and materials benefiting all children and supporting academic programs
á Collaborative efforts with the Glenview community including programs such as Junior Achievement, Fire/Police Safety, and Public Library Programs support life skills and academic achievement
Our staff is committed to keeping current with the latest evidence based teaching methods to meet the diverse needs of children. Among the ways staff accomplishes this goal include:
á Professional growth:
á 73% of certified staff have a Masters Degree
á 2 staff certified as Reading Specialists
á Additionally: a Doctoral Candidate; a recipient of the Kohl-McCormick Early Childhood Teaching Award; a National Teaching Certification Candidate; and a published author in the field of teaching science/mathematics
á Professional staff development devoted to supporting and improving student performance on state assessments such as our year-long study of Patricia Cunningham's Four Blocks of Literacy
á Participation on various District committees, including reading and mathematics, to ensure curriculum decisions are based on current research, theory, and best practice
Part IV - #1
The State Criterion Reference Test that is given to all third graders at Lyon School in the areas of Reading and Mathematics is the Illinois Standards Achievement Test (ISAT). The test is published annually by NCS Pearson / Illinois State Board of Education. The Performance Level Descriptors reported on the ISAT results in the tables indicate the percentage of students in the preceding two categories: Exceeds Standard - StudentsÕ work is outstanding and shows comprehensive knowledge and skills in the learning areas. Students can consistently use their knowledge and skills to solve problems and evaluate the results; and Meets Standards - StudentsÕ work shows that they have the knowledge and skills in the learning area. Students can consistently use and apply their knowledge and skills to solve problems.
Students who are excluded from the ISAT test are those who are identified as English as Second Language Students with less than three years in the language program. These students are given the Illinois Measure of Annual Growth in English (IMAGE) which measures the progress of students who are Limited English Proficient (LEP) in attaining the English-language reading and writing skills needed to achieve the Illinois Learning Standards. The tests are administered annually in reading, writing, and mathematics to LEP students in a state-approved bilingual education program.
This group represents a total of 22 students out of our 139 third graders or 16%.
The ISAT assessment data for Lyon School over the past three years shows consistent and continuous increases in the performance of our students in both Mathematics and Reading. The results of the ISAT Reading test indicate the percentage of students in the Meets/Exceeds category has increased by 7% (88% of 118 third graders tested) and the percentage of students in the Exceeds category has increased by 15% (46% of those tested) over the past three years. Likewise, on the ISAT Mathematics test we have seen growth in the Meets/Exceeds category of 4% (97% of the 117 third graders tested) and an increase in the Exceeds category of 18% (62% of those tested).
When looking at the subgroup information of the ISAT for our student population for those categorized as Special Education we find very similar growth trends. Data show that on the ISAT Reading test growth was shown in the Meets/Exceeds categories of 50% over the past three years, while the increase in the Exceeds category was 35%. The data for the ISAT Mathematics test show three-year growth of 25% in the Meets/Exceeds category, while growth of 63% was shown in the Exceeds category.
Data for those students who would qualify for the Free/Reduced program has not been reported to us with the results of the ISAT. This information has been unavailable from the state until this past year and was unfortunately not coded for that particular subgroup.[S5]
While the majority of our ESL students take the IMAGE test instead of the ISAT, those who do participate in ISAT score well in comparison with their third-grade peers. The data for our Hispanic population for 2002 in mathematics indicate 80% score in the Meets category, while 40% score in the Meets category in the Reading portion of ISAT.
Lyon School outpaces the state average on both the mathematics and reading tests by more than 23% in the Meets/Exceeds categories.
Finally, the information disaggregated in both the Reading and Mathematics areas of ISAT indicates we have had consistent and steady upward growth of our third grade students over the past three years. This directly aligns with our goal to ensure every child is learning.
Part IV - #2
We believe improving teaching and student learning is the primary reason for assessing student performance. The disaggregation of data from the ISAT identifies targeted areas of instructional strengths and weaknesses. The targeted areas for improvement provide a focus for professional development and adjustments are made in the instructional program to fit the diverse academic needs of specific groups of students. Additionally, we use a range of formal and informal assessment strategies to shape instructional decisions, monitor student progress, encourage student self-assessment, and gather information to report to various audiences. This information helps children and parents understand and celebrate student achievement. We use assessment data to understand and improve student and school performance by:
á Tracking the performance levels of our special needs and low socioeconomic students to measure their progress in comparison with the general student population
á Making instructional modifications in the curriculum delivery for individuals and small groups
á Differentiating instruction to create flexible grouping of students for specific skills or interests
á Involving specialized support staff to meet childrenÕs needs (small group and one-on-one instruction)
á Aligning the curriculum more closely in meeting State standards
Part IV - #3
We regularly communicate student performance, including assessment data, to parents, students, and the community. We are committed to being accountable for our practice as we work together to promote public understanding of the objectives and achievements of our school. In addition, we provide a rationale for our major goals, experiences, and teaching methods. We use a number of methods to communicate student performance, including:
á Student report cards/progress reports sent home 3 times per year
á A report to parents providing their childÕs individual results on the state assessments.
á Regularly scheduled parent/teacher conferences to discuss student progress, share samples of childrenÕs work, and establish goals for each child (100% of parents attend at least one conference per year)
[S6]á Student constructed portfolios