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

or in Academic warning or in Academic warning
78 All 5th grade 26%
Abraham Lincoln Elem
26%
School
12
5/15/2012 3:50:05 PM
Black 58% 67%
School Improvement Plan 2011 Page 28 of 52
50 White 14% 16%
13 Free and Reduced Lunch 69% 69%
17 IEP 65% 59%
The data in the table above shows that there are three groups of concern in both reading and math: black students, children receiving free and reduced lunch and students with
IEPs.
Reading
When looking more closely at the item-specific data in MAP, we found that the greatest area of need for all three subgroups was vocabulary, followed by reading comprehension.
For black students and those from low income households, the next area of need was literary works, while for students with IEP's the third area of need was literature. While the
order of priority does not exactly match the ISAT data, the three top areas of need are very similar, suggesting that staff focus a great deal of effort in vocabulary development as
well as strengthening reading comprehension for all students. The final area is understanding literature.
For black students:
72% of those below the 50 percentile had low scores in vocabulary.
68% of those below the 50 percentile had low scores in reading comprehension.
64% of those below the 50 percentile had low scores in literary works.
For students receiving FRL:
68% of those below the 50 percentile had low scores in vocabulary.
68% of those below the 50 percentile had low scores in reading comprehension.
58% of those below the 50 percentile had low scores in literary works.
For students with IEPs:
63% of those below the 50 percentile had low scores in vocabulary.
63% of those below the 50 percentile had low scores in reading comprehension.
59% of those below the 50 percentile had low scores in literature.
In math, the greatest areas of need differed by subgroup, just as they did with the ISATS.
For black students, the greatest areas of need were the same in the categories of measurement and algebra, but rather than number sense, MAPs results showed weakness in
©2011 Illinois Interactive Report Card, Northern Illinois University
geometry.