So why consider the change?● Room (Space)
● Shifting Population
● Transportation
● Staffing Analysis Results
Recent Changes● Shift to Full-Day
Kindergarten
● Enrollment for
2016-2017 is 493
students as of
February 10,
2017.
Special Populations● Special Education
○ % of Enrollment
■ 2014- 18%: 2015 - 17%; 2016 - 16.6%
○ Levels of Support
■ Resource and Speech Only, Instructional, Self-Contained
● English Learners
○ EL
○ Bi-Lingual (20+ rule)
■ Arabic
■ Polish
■ Spanish
● Intervention Services
○ Reading
○ Math
○ Enrichment
Students with IEPs By Grade Level CenterGrade Level Center Enrollment Percent
Primary 1,576 27%
Intermediate 1,547 23%
Junior High School 1,835 17%
Students with IEPs% of Time INSIDE the General Education Classroom
0-20%
(Self-Contained)
21-79%
(Instructional)
80-100%
(Resource
and/or Speech)
TOTAL
PreK/EC 32 0 97 129
K-2 40 35 222 297
3-5 46 66 242 354
6-8 45 88 173 306
English Language Learners
School CTL CTR PARK PR HP LIB MR
ESL ✓ ✓ ✓ ✓ ✓ ✓ ✓
Arabic ✓ ✓ ✓ ✓ ✓ Need Need
Polish ✓
Spanish ✓ ✓ ✓ ✓
5 Year Trend of English Learner Population of Orland SD 135
● Number of students being
serviced in the English Learner
(EL) Program has increased by
nearly 140% over the past 5 years
● Orland SD 135’s EL population is
commensurate with state
averages
Data retrieved from Illinois School Report Card
Kindergarten EL Population Growth
● Nearly one-fourth of incoming
kindergartners qualified for EL
services in FY 2017
● 9% increase in EL Kindergartners
from FY 2015 to FY 2016
● 23% increase in EL Kindergartners
from FY 2016 to FY 2017
Data retrieved from K Model Screeners, Orland SD 135
Demographics of Orland SD 135’s EL Program
● 568 students in EL Program
● 11% of Student Population
● 30 Different Languages
● Most Predominant:
○ Arabic
○ Spanish
○ Polish
Powerschool Data as of 11/1/16
Intervention Services at K-5
School CTL CTR PARK PR HP LIB MR
Reading 31 42 43 36 43 41 29
Math 19 17 26 26 23 44 27
Enrichment 4 6 34 32 41
Small grade level cohorts have significant advantages. These include:
● Higher academic achievement
● Greater student participation
● Greater connection among students
● Students feel safer AND are safer
● Teachers have greater sense of ownership
● Increased parent involvement
Positive effects of longer grade spans include:
● Students have strong relationships with more adults
● Schools are safer.
○ Students are better known by more adults.
○ Older students are guides and mentors.
● Younger students can learn from older students.
● Parental involvement remains strong in higher grades.
Positive effects for students in buildings with longer grade spans include:
● Strong student connection to THEIR school.
● Students able to grow with a deep sense of rootedness.
● With more time with students, teachers are able to focus on student and professional development
and successes.
Positive effects for teachers in buildings with longer grade spans include:
● Teachers and other staff in lower grades gain job satisfaction because they see their influence and can watch
students grow.
● Teachers and other staff in higher grades can easily gain insights on students’ learning styles, family context,
successful strategies by talking to their earlier-grade teachers
Neighborhood and community:
● Strong and accessible friendships and community for school children.
● Elementary-age students get to know other children in their neighborhood through school.
● Children walk and bike (and scoot, and roller blade, and...) more within neighborhoods.
● Increased family connectedness, community, and mutual support within neighborhoods.
● More parental (neighborhood) interaction through ongoing association through their children’s shared
school.
Negative effects of transitions between schools include:
● Transitions cause a discernible drop in students’ academic achievement.
●
● Academic drops are often most pronounced for students from disadvantaged socio-economic backgrounds.
● Disrupts familiar social structures and communities.
○ Increased anxiety
○ Lower self- confidence
● Students entering a new school are often less prepared for their new grade because instruction is less well
articulated across the transition.
Transportation / environment / health:
● Shorter commute times for students
○ This means more time at home doing activities.
● More walking and biking to school, supporting healthy and active child and parent lifestyles.
● Schools are safer.