School Improvement Plan (SIP) - Oak Park Elementary School ...

Total number Categories Reading
Math
Percent of Abraham students Lincoln Below Elem Percent Schoolof students Below
5/15/2012 3:50:05 PM
or in Academic Warning or in Academic Warning
School Improvement Plan 2011 Page 22 of 52
91 All 5th grade 13% 10%
16 Black 38% 25%
57 White 7% 6%
19 Free and Reduced Lunch 37% 32%
25 IEP 36% 24%
The data in the table above shows that there are three groups of concern in both reading and math: blacks, children receiving free and reduced lunch, and students with IEPs.
Reading
When looking more closely at the item-specific data, we found that the greatest area of need for all three subgroups was reading comprehension, followed by vocabulary, and
then reading strategies. This was determined by looking at the percent of correct responses in each of the areas.
For black students:
Reading comprehension % of correct responses ranged from 32% to 42%
Vocabulary scores % of correct responses ranged from 40% to 46%
Reading strategies % of correct responses ranged from 40% to 47%
For students with IEPs:
Reading comprehension % of correct responses ranged from 32% to 37%
Vocabulary scores % of correct responses ranged from 34% to 64%
Reading strategies % of correct responses ranged from 47% to 64%
For students receiving FRL:
Reading comprehension % of correct responses ranged from 35% to 40%
Vocabulary scores % of correct response ranged from 41% to 46%
Reading strategies % of correct responses ranged from 33% to 52%
In Math, the greatest areas of need differing by subgroup were as follows:
For black students the three greatest areas of need in priority order were:
Number sense (18%-37% correct responses)
Measurement (23% to 35% correct responses)
Algebra (0% to 42% correct responses)
©2011 Illinois Interactive Report Card, Northern Illinois University