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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
District 4.1 4.6 3.5 3.7 10.1 3.7 3.3 0.0 7.2 17.0 7.5 5.5
State 6.9 7.3 6.5 4.5 13.4 6.8 6.8 8.1 7.5 8.0 9.3 10.1 9.6
INSTRUCTIONAL SETTING
PARENTAL CONTACT* TOTAL SCHOOL DAYS STUDENT-TO-STAFF RATIOS HEALTH AND WELLNESS
Pupil- Pupil- Pupil- (days per week)
Teacher Teacher Certified Pupil-
Percent Days Elementary Secondary Staff Administrator District 5.0
District 94.5 District 178 16.1 8.6 91.2 State 4.0
State 94.9 State 175 19.4 11.2 189.6
* Parental contact includes parent-teacher conferences, parental visits to school, school visits to home, telephone conversations, and written correspondence.
Grades K 1 2 3 4 5 6 7 8 9 - 12 Overall
TEACHER RETENTION RATE PRINCIPAL TURNOVER (Count) TEACHER ATTENDANCE TEACHER EVALUATION
District 93.7 District 3.0 District 86.9 District 100.0
State 86.3 State 2.0 State 75.3 State 96.7
$80,000 $64,516
$40,000 District
$0 State
70.0
60.0
49.6
50.0
44.6
40.0 District
30.0 29.1
30.0 State
21.4
20.0 18.2
10.0
4.0 3.1
0.0
Local Property Taxes $129,561,935 85.8 63.2 Education $97,940,284 65.5 73.4
Operations & Maintenance $10,186,193 6.8 6.2
Other Local Funding $11,534,340 7.6 4.8 Transportation $9,395,152 6.3 3.8
Debt Service $11,158,546 7.5 8.2
General State Aid $2,922,484 1.9 17.1 Tort $4,508,824 3.0 1.2
Municipal Retirement/
Other State Funding $3,978,443 2.6 7.1 Social Security $3,939,704 2.6 2.1
Fire Prevention & Safety $0 0.0 0.5
Federal Funding $2,951,319 2.0 7.8 Capital Projects $12,427,997 8.3 4.6
ACADEMIC PERFORMANCE
ACT is no longer a component of the state assessment.
ACT ASSESSMENT: GRADUATING CLASS OF 2017
College and career readiness will be redefined next year due
36.0
to ESSA. As a result, the college and career readiness
measure for the 2016-17 Report Card has not been changed
32.0
for consistency. Beginning with the 2016-17 school year,
28.0
grade 11 students take the SAT as the high school
24.0 22.5 21.2 22.4 22.3 21.0 22.6 21.3 22.3 21.1
20.7 accountability assessment . However, the College Course
20.0
Work Readiness data point on the Illinois Report Card reports
16.0
on the graduating class of the reporting year. The data
12.0
represents the most recent ACT score earned by a 2017
8.0 graduate.
4.0
0.0
District State
READY FOR COLLEGE COURSE WORK PERCENT OF STUDENTS MET ACT BENCHMARKS
District 62.4 English Math Read Science ALL 4 Subjects
State 50.5 District 75.1 52.2 55.4 46.2 35.4
State 64.5 42.6 46.2 37.7 28.2
* For the 8th graders passing algebra I, if the percentage is 0, it means that an Algebra I course is not offered.
CTE ENROLLMENT
District 2,087
State 277,461
District 2 3 1 0 0 0 0 0 0
State 790 1,312 1,409 40 41 55 159 472 815
LEP
District 0 1 3 0 0 0 0 0 0
State 73 211 161 305 127 11 159 238 264
Non LEP
IEP
District 4 3 14 0 0 0 0 0 0
State 209 470 861 432 199 189 520 1,200 2,086
Non IEP
GRADE 10
GRADE 11
No. of AP Exams Taken No. of AP Exams Passed Took One or More AP Exams Passed One or More AP
Exams
GRADE 12
No. of AP Exams Taken No. of AP Exams Passed Took One or More AP Exams Passed One or More AP
Exams
District 2,010 1,573 438 381
State 167,009 110,934 38,607 29,530
District 54.4
State 46.8
Native Econo-
Two or Students
Hawaiian/ mically
with
Pacific American More Disad-
All Male Female White Black Hispanic Disabilities
Asian Islander Indian Races LEP Migrant vantaged
District 93.1 91.7 94.5 93.0 80.9 92.0 95.9 81.4 73.6 88.3
State 87.0 84.5 89.5 90.6 78.9 83.5 94.7 81.8 81.3 86.2 73.6 68.8 71.2 79.4
100
80
60 2015-16
53.7
40 35.9 34.5
2016-17
33.2
20
0
District State
100
80
2015-16
60
40
2016-17
25.0
20 16.9 15.6
District State
DLM-AA scores in the Progressing and Attaining performance levels count the same, respectively, as
meeting or exceeding state standards.
05-016-2190-17-0000 Niles Twp HSD 219 8
SAT PERFORMANCE
These show the percentage of student scores meeting or exceeding Standards for the grades and subjects tested on SAT
SAT Grade 11
100
80
60 55.7
52.0
40
39.8
36.4
2016-17
20
ELA Mathematics
SAT Grade 11
1,800
1,600
1,400
1,200
1,087.1
1,015.9
1,000
2016-17
800
400
200
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.
In order to protect students' identities, test data for groups of fewer than ten students are not reported.
*Enrollment 1,044,459 533,974 510,468 505,668 175,154 271,875 51,312 1,081 4,730 34,569 90,576 126 143,863 530,039
State
Reading 1.8 1.8 1.8 1.7 2.4 1.7 1.2 3.4 1.1 2.1 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
*Enrollment 1,046,615 535,114 511,484 506,264 175,213 272,641 52,002 1,091 4,739 34,592 93,048 127 143,785 531,314
State
Mathematics 1.8 1.8 1.8 1.7 2.5 1.7 1.0 2.7 1.1 2.2 1.4 1.6 3.1 1.8
* Enrollment as reported during the testing windows for grades 3-8 and grade 11
05-016-2190-17-0000 Niles Twp HSD 219 10
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.
SAT
Each Performance Level is a broad, categorical level defined by a students 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 1 -- Partially Meets Standards The student has only partially met standards & demonstrates a minimal understanding of the knowledge & skills
needed relative to the Illinois Learning Standards.
Level 2 -- Approaching 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 4 -- Exceeds Standards The student has exceeded the proficiency level & demonstrates a thorough understanding of the knowledge & skills
needed relative to the Illinois Learning Standards.
SAT
SAT- All
ELA Mathematics
Levels 1 2 3 4 1 2 3 4
District 13.0 31.3 36.0 19.7 16.8 31.2 39.3 12.7
State 22.8 37.4 26.7 13.1 31.0 32.6 28.5 7.9
SAT - Gender
ELA Mathematics
Levels 1 2 3 4 1 2 3 4
Male
District 15.3 32.2 33.8 18.7 16.4 28.8 41.4 13.5
State 26.1 36.4 25.0 12.5 30.6 31.0 28.9 9.5
Female
District 10.6 30.4 38.3 20.7 17.2 33.7 37.2 11.9
State 19.5 38.4 28.5 13.6 31.3 34.3 28.2 6.2
05-016-2190-17-0000 Niles Twp HSD 219 11
SAT - Limited-English-Proficient
ELA Mathematics
Levels 1 2 3 4 1 2 3 4
District 68.9 26.2 4.9 0.0 60.7 31.1 8.2 0.0
State 83.2 15.1 1.5 0.2 81.0 15.4 3.2 0.4
Non-IEP
District 9.6 31.4 38.0 20.9 12.7 32.3 41.6 13.5
State 17.5 38.8 29.2 14.4 25.5 34.5 31.3 8.7
*Peer districts are districts of the same type as this district: Elementary School, High School, or Unit District
** Peer districts for Unit Districts 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
05-016-2190-17-0000 Niles Twp HSD 219 13
EDUCATIONAL ENVIRONMENTS FOR STUDENTS WITH DISABILITIES
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 6-21 receive their special education and/or
related
services are generally classified into four settings:
1. Served inside the general education classroom 80% or more of the day
2. Served inside the general education classroom 40% to 79% of the day
3. Served inside the general education classroom less than 40% of the day
4. Served in separate educational facilities
Separate
Inside > 80% Inside 40-79% Inside <40%
Facility
District 42.0 30.6 9.8 17.5
All Students
with a Disability All Peer Districts* 41.1 29.5 16.0 13.5
District
Native Hawaiian
All Peer Districts* 35.3 29.4 14.7 20.6
State 47.1 24.8 18.0 10.2
District
Native American
All Peer Districts* 37.0 35.2 17.6 10.2
State 53.6 25.3 16.5 4.7
District
Two or More Races
All Peer Districts 41.6 29.1 15.3 14.0
State 54.4 24.5 14.3 6.9
*Peer districts are districts of the same type as this district: Elementary School, High School, or Unit District
** Peer districts for Unit Districts do not inlcude Chicago Public Schools
05-016-2190-17-0000 Niles Twp HSD 219 15
Speech or Language
Impairment District
All Peer Districts* 72.9 17.8 6.2 3.2
State 96.7 2.3 0.9 0.1
A. Children attending a regular early childhood program and receives the majority of special education and
related services in the regular early childhood program.
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.
District
All Peer Districts*
State 40.0 26.1 26.8 0.3 6.9
05-016-2190-17-0000 Niles Twp HSD 219 16
Black
District
All Peer Districts*
State 42.5 23.0 31.6 0.4 2.6
Hispanic
District
All Peer Districts*
State 49.2 17.6 29.2 0.1 3.8
Asian
District
All Peer Districts*
State 39.5 17.0 37.3 0.1 6.2
Native Hawaiian
District
All Peer Districts*
State 47.7 22.7 22.7 0.0 6.8
Native American
District
All Peer Districts*
State 47.7 20.6 27.1 0.9 3.7
*Peer districts are districts of the same type as this district: Elementary, High School , or Unit
** Peer districts for Unit Districts do not include Chicago Public Schools
05-016-2190-17-0000 Niles Twp HSD 219 17
Developmental Delay
District
All Peer Districts*
State 44.2 15.8 39.0 0.1 0.9
Emotional Disability
District
All Peer Districts*
State 15.7 27.1 54.3 0.0 2.9
Intellectual Disability
District
All Peer Districts*
State 21.1 16.9 62.0 0.0 0.0
Other Health Impairment
District
All Peer Districts*
State 40.6 14.6 42.3 1.0 1.4
Specific Learning
Disability
District
All Peer Districts*
State 42.2 25.0 26.6 0.0 6.3
Speech or Language
Impairment
District
All Peer Districts*
State 38.3 41.3 4.7 0.4 15.3
*Peer districts are districts of the same type as this district: Elementary, High School , or Unit
** Peer districts for Unit Districts do not include Chicago Public Schools
05-016-2190-17-0000 Niles Twp HSD 219 18
STATE PERFORMANCE PLAN INDICATORS FOR STUDENTS WITH DISABILITIES
The Individuals with Disabilities Education Act (IDEA 2004) requires states to develop and submit a State 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 State's efforts to implement the requirements and purposes of IDEA and describe how the
State 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. States are required to publicly report on SPP Indicators 1-14. A link to the Illinois State Performance Plan, Part B
can be found at: <https://www.isbe.net/Pages/State-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 State 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 State Test Participation Rate is calculated by dividing the number of participants by the Tested Enrollment. At least
95% of students should be tested in ELA and mathematics with at least 10 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.