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ILLINOIS STATE BOARD OF EDUCATION
Title Grant Administration Division
100 North First Street, N-242
Springfield, IL 62777-0001
NAME OF FACILITY
ADDRESS (Street, City, State, Zip Code)
CSPR: TITLE I, PART D FACILITIES (Subpart 2)
School Year 2015-2016
2.4.2.1
Programs and Facilities
Check only one:
2.4.2.2
Average Length of Stay in Days
Neglected Program
__________
Delinquent Program
__________
2.4.2.2
Students Served (Continued)
Neglected
Program
Delinquent
Program
Total Unduplicated
Students Served
20
2.4.2.3.1
Transition Services
Neglected
Program
Is the facility permitted to
collect data on student
outcomes after exit? If
no, explain below.
Student Subgroups
Students with
disabilities (IDEA)
LEP Students
Race/Ethnicity
21
Student
Subgroups
Long Term Students
Served
Neglected
Program
Delinquent
Program
American Indian or
Alaska Native
Delinquent
Program
19
Students Served
Number of
Students Served
Neglected
Program
Age
Delinquent
Program
Yes
Yes
No
No
Number of students
receiving transition
services that address
further schooling and/or
employment.
Comments:
Asian
Black or African
American
Hispanic or Latino
Native Hawaiian or
Other Pacific Islander
White
Two or more races
Gender
Neglected
Program
Delinquent
Program
Male
2.4.2.3.2
Female
Age
Neglected
Program
Delinquent
Program
Academic Outcomes
# of
Students Who
In
Facility
3 through 5
6
7
8
9
11
Earned a GED
12
Obtained high school
diploma
15
16
17
18
ISBE 32-07B (3/17)
In
Facility
90 days
after exit
Earned high school
course credit
Enrolled in a GED
program
14
90 days
after exit
Delinquent
Program
Enrolled in their local
district school
10
13
Neglected
Program
Accepted and/
or enrolled into
postsecondary
education
Enrolled in job training
courses/programs
Obtained
employment
Page 1 of 6
2.4.2.6.1
Academic Performance in Reading
Performance Data
(Based on most
recent pre/post-test
data)
Neglected
Program
2.4.2.6.2
Delinquent
Program
Academic Performance in Math
Performance Data
(Based on most
recent pre/post-test
data)
Neglected
Program
Delinquent
Program
1. Long-term students
who tested below
grade level upon
entry
1. Long-term students
who tested below
grade level upon
entry
2. Long-term students
who have completed
pre- and post test
results (data)
2. Long-term students
who have completed
pre- and post test
results (data)
Of the students reported in row 2 above, indicate the number who
showed:
Of the students reported in row 2 above, indicate the number who
showed:
Performance Data
(Based on most
recent pre/post-test
data)
Neglected
Program
Delinquent
Program
Performance Data
(Based on most
recent pre/post-test
data)
3. Negative grade
level change from
the pre-to post-test
exams
3. Negative grade
level change from
the pre-to post-test
exams
4. No change in grade
level from the preto post-test exams
4. No change in grade
level from the preto post-test exams
5. Improvement up to
one full grade level
from the pre- to
post- test exams
5. Improvement up to
one full grade level
from the pre- to
post- test exams
6. Improvement of
more than one
full grade level from
the pre- to posttest exams
6. Improvement of
more than one
full grade level from
the pre- to posttest exams
ISBE 32-07B (3/17)
Print
Reset Form
Neglected
Program
Delinquent
Program
Page 2 of 6
TITLE I, PART D FACILITIES
(Subpart 2)
Neglected Residential Centers and Juvenile Detention Centers
2.4.2.
GENERAL DATA REPORTING FORM
The tables in this section contain annual performance report requirements for the Title I, Part D, Subpart 2, Neglected/Delinquent
Educational program for school year 2015-2016, defined as July 1, 2015 through June 30, 2016.
General instructions for Title I, Part D, Subpart 2 Tables
For items that request information on the facilities, report only on facilities that received Title I, Part D, Subpart 2 funding during
the reporting year.
For items that request information on the number of students, report only on neglected/delinquent students who received
Title I, Part D, Subpart 2 services during the reporting year.
Indicate actual zero values with the number zero (0).
Do not use zeros to indicate missing data or data not collected.
Leave blank any fields that are missing data or for which data were not collected.
Specific Instructions
Name and Address of Facility
Provide the information requested within the space provided.
2.4.2.1
PROGRAMS AND FACILITIES
Indicate if the report is for the Neglected Program or Juvenile Detention Center/Delinquent Program.
Average Length of Stay (days): Enter the average length of stay (in days) for students in the facility. The average length of stay should
be weighted by number of students and should include the number of days, per visit, each student was enrolled during the reporting
year, regardless of entry or exit date. Multiple visits for students who entered more than once during the reporting year can be included.
The average length of stay should not exceed 365.
4 Data Quality Check: Programs and Facilities
No cell in the average length of stay column exceeds 365 (days).
Cells with valid zero values are indicated with the number zero (0).
Cells where the information is not applicable, missing or not collected, are blank
2.4.2.2
STUDENTS SERVED
Complete the demographic information as required. Column 1 is to be used by the Neglected Program and Column 2 by the Delinquent
Program.
Unduplicated Count: An unduplicated count is one that counts each student only once, even if the student was admitted to a facility
or program more than once within the reporting year.
Long-term Students: Long-term students are those who have been enrolled in a program for 90 or more consecutive calendar days.
Multiple admissions may not be added together to total 90 days.
Students with Disabilities: Students identified here should follow the same classification for Individuals with Disabilities Education
Act (IDEA) reporting already used in the the State and include students (based on those definitions) who receive special education and
related services under IDEA according to an Individualized Education Program (IEP), Individualized Family Service Plan (IFSP), or a
service plan.
Limited English Proficient Students (LEP): Students identified here should follow the manner in which students within the State are
defined as LEP, assuming State definitions exist, in coordination with Title IX of the Elementary and Secondary Education Act (ESEA).
Students may be categorized as both having a disability and being LEP, if both apply.
(Continued next page)
ISBE 32-07B (3/17)
Page 3 of 6
2.4.2.2
STUDENTS SERVED (Continued)
4 Data Quality Check: Students Served
Note: The unduplicated count should be equal to the subtotals of each category AND all subcategory counts should be equivalent.
The total number of students reported under Race/ethnicity (per column) is equal to the value of the same column in the Total
Unduplicated Students Serviced row.
The total number of students reported under Gender (per column) is equal to the value for the same column in the Total
Unduplicated Students Serviced row.
The total number of students reported under Age (per column) is equal to the value for the same column in the Total
Unduplicated Students Serviced row.
Valid zero values are indicated with the number zero (0).
Cells where the information is not applicable, missing, or not collected, are blank.
Note: Data Quality Check for IDEA and LEP
The total number of students reported under IDEA does not exceed the value for the same column in the Total Unduplicated
Students Served row.
The total number of students reported under LEP does not exceed the value for the same column in the Total Unduplicated
Students Served row.
2.4.2.3.1
TRANSITION SERVICES
Is this facility able to collect data on student outcomes after exit?
This question requires a yes or not answer; there is no penalty for indicating these data are not available. These data are used
to interpret subsequent data reported under academic and vocational outcomes.
Check Yes if:
•
All or some of the programs are able to track student outcomes after they leave the system. If applicable, provide a comment indicating how this may be possible for some programs but not others.
•
If it is possible to collect the data, but data collection did not occur. Provide a comment explaining this as well.
Check No if:
•
No programs are able to track any student educational outcomes after students leave the system.
•
If you check no, provide a comment explaining why such data are unavailable at this time (e.g., current policies, legislation,
data systems, etc.).
Number of students receiving transition services that address further schooling and/or employment: Transition services can
be described as supports and services that promote effective practices across multiple domains that impact a youth’s successful return
to the community. Typically, services take into account areas such as family and living arrangements, peer groups and friends, and
mental, behavioral, physical health. This measure refers to transition services specifically focused on further education, schooling,
or vocational training and employment so students can return to and be productive in their communities.
Transition services may include developing education or vocational plans (including goals, action steps, and/or expected outcomes),
and/or preparing students for reentry into education or work, including identifying and providing supports needed to ensure students’
success in returning to school or employment.
ISBE 32-07B (3/17)
Page 4 of 6
2.4.2.3.2
ACADEMIC OUTCOMES
All student counts in this section should follow these guidelines:
.
.
.
.
.
There is no minimum length of stay requirements for reporting academic and vocational outcomes.
Counts should reflect an unduplicated count of students; count students with multiple admissions only once.
The same student can be counted as having attained more than one outcome. For example, the same student may have
returned to district schooling and earned high school credits. Both outcomes may be counted.
Counts should reflect actual, and not anticipated, outcomes.
Data no longer must be restricted to a student’s most recent enrollment; all outcomes achieved over multiple enrollment
periods should be included. For a any given outcome, however, a student may be counted only once, as this is a student count
and not an outcome count. For example, if a student earns high school course credits and enrolls in an external job training
program during one enrollment, and then earns more high school credits and a GED during a subsequent enrollment, the
student would be counted once as having earned high school course credits (not twice), once as having enrolled in external
job training education, and once as having earned a GED.
90 days after exit: This refers to any time up to 90 days after a student has been released from the facility or program. Exiting does
not refer to transfer to another facility within the juvenile justice or child welfare system.
The 90-day period does not require programs to track children and youth for a full 90 days after exit. Rather, this period gives programs
that are able to provide transition data a longer tracking window in which students may be able to achieve outcomes after exiting. If
programs are only able to provide data for 10, 20, or 30 days after exiting, and students have achieved these outcomes, they may also
be reported in the 90-day column.
4 Data Quality Check: Academic Outcomes
.
.
.
2.4.2.6
The number of students reported under any given outcome does not exceed the unduplicated count of students, per program
type (neglected or delinquent).
Valid zero values are indicated with the number zero (0).
Cells where the information is not applicable, missing, or not collected are blank.
ACADEMIC PERFORMANCE
The Academic Performance tables (2.4.1.6.1 and 2.4.1.6.2) are for reporting long-term students’ academic progress in reading and
math while in Title I, Part D, facilities and programs. These are students who have been enrolled in a program for 90 or more consecutive
calendar days. Only these students should be included in the academic performance counts.
Note: Students who entered a facility or program before the current reporting year can be included in the report if they were enrolled for
90 or more consecutive calendar days and part of the enrollment was during the reporting period (7/1/15–6/30/16).
Unduplicated Count
The Academic Performance tables should reflect an unduplicated count of students. Do not add two or more visits together to obtain a
90-day enrollment. If students have taken more than one post test, report only the results of the most recent test.
Assessment Data
Assessments used for the collection of academic performance data should be appropriate for pre- and post test use. Standardized,
Statewide assessments are generally administered only once a year and are not appropriate for measuring student progress while in
the program. The data provided in this table are intended for pre- and post test results only.
Grade-Level Format
Some programs and facilities may score their assessment data in a format other than grade-level equivalents. However, many test
publishers provide scores in multiple formats, including grade-level equivalents. Test results that can be collected and/or converted to
grade level in a manner that is statistically valid should be reported in this manner.
(Continued next page)
ISBE 32-07B (3/17)
Page 5 of 6
2.4.2.6
ACADEMIC PERFORMANCE (Continued)
Multiple Test Results
If facilities administer more than one post test during a student’s stay, only the results of the most recent post test should be used. Again,
because this is an unduplicated count of students (see above), testing results should only be included for the most recent 90-day stay.
Row-by-Row Instructions and Data Verification
1. Number of long-term students who tested below grade level upon entry. The number of long-term students testing below grade
level when they entered the facility or program. This serves as a contextual variable for the rest of the items in this table. This
number should not exceed the number of long-term students reported in table 2.4.1.2.
2. Number of students from row 1 who took both the pre- and post test reading/math exams. The number of long-term students for
whom a complete set of pre- and post test data are available. This serves as a reference value for the rest of the questions in
the table. This number should not exceed the value in row 1.
3. Number of students from row 2 who showed negative grade-level change from the pre- to post test exams. The number of longterm students who scored lower on their post tests than on their pretests. This number should not exceed the value in row 2.
4. Number of students from row 2 who showed no change in grade level from the pre- to post test exams. The number of long-term
students whose scores did not change between their pretests and their post tests. This number should not exceed the value in
row 2.
5. Number of students from row 2 who showed improvement up to one full grade level from the pre- to post test exams. The number
of long-term students who scored up to, and inclusive of, one full grade level higher on their post tests than on their pretests. This
number should not exceed the value in row 2 and should not include students already counted in rows 3 or 4.
6. Number of students from row 2 who showed improvement of more than one grade level from the pre- to post test exams. The
number of long-term students who scored more than one full grade level higher on their post tests than on their pretests. This
number should not exceed the value in row 2, and should not include students counted in rows 3, 4, or 5.
4 Data Quality Check: Academic Performance
The values in row 1 do not exceed the number of long-term students reported in table 2.4.1.2.
The values in rows 1 and 2 reflect an unduplicated count of long-term students.
The values in row 2 do not exceed the values in row 1.
The values in row 3 do not exceed the values in row 2.
The values in row 4 do not exceed the values in row 2.
The values in row 5 do not exceed the values in row 2.
The values in row 6 do not exceed the values in row 2.
Students counted in row 3, 4, 5, or 6 are counted only once (per subject area).
The sums of rows 3–6 for each column equal the values provided in row 2.
Valid zero values are indicated with the number zero (0).
Cells where the information is not applicable, missing, or not collected are blank.
ISBE 32-07B (3/17)
Page 6 of 6