Illinois Report Card 2019-2020
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  1. Home
  2. LAKE FOREST SD 67
  3. District Environment
  4. Climate Survey
  • District Snapshot
  • Academic Progress
    • IAR
    • DLM-AA
    • Science Assessment
    • Growth Percentile – IAR
    • Participation Rate
    • Achievement Gap
    • Performance Scatterplots
  • District Environment
    • Climate Survey
    • Early Learning
    • School Finances
    • District Finances
    • Average Class Size
    • Total School Days
    • Health and Wellness
  • Students
    • Enrollment
    • Racial/Ethnic Diversity
    • Gifted Students
    • Low Income Students
    • Students with IEPs
    • Homeless
    • English Learners
    • Student Attendance
    • Student Mobility
    • Chronic Absenteeism
    • Chronically Truant Students
  • Accountability
    • Summative Designation
    • School Improvement Funds
  • Teachers
    • Demographics
    • Teacher Education
    • Student/Teacher Ratios
    • Retention
    • Salary
    • Total Teachers FTE
    • Teacher Attendance
    • Teacher Evaluation
  • Administrators
    • Admin Student Ratio
    • Certified Staff Student Ratio
    • Principal Turnover
    • Salary
  • Schools In District
  • Retired Tests
    • PARCC (2016-2018)
    • Student Academic Growth (2016-2018)
    • ISAT
    • IAA
    • Students Not Tested
    • Subgroup Comparisons (2010-2014)
LAKE FOREST SD 67
  • 2020 2019 2018 2017 2016 2015
District Superintendent Mr. Michael Simeck
Address 300 S WAUKEGAN RD LAKE FOREST IL 60045 (847) 604-7401
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2020 Data unavailable due to COVID-19

 
Climate Survey

The CSCI summary report for this building can be viewed or downloaded by clicking the link provided. Survey data/indicators resulted from an anonymous administration of the instrument.  Learn More 

 

All district schools, including alternative schools that fall under the district’s domain, are required to participate in a survey of learning conditions annually.

Research shows that a positive school climate directly impacts telling indicators for success such as higher student achievement, lower dropout rates, decreased incidences of violence, and increased teacher retention.

Measuring school climate is a data driven strategy that recognizes the social, emotional and civic as well as intellectual aspects of K-12 student learning. Measuring school climate is also an effective strategy that engages students, parents/guardians, school personnel and community members learning and working together to create safe, supportive, engaging, helpfully challenging and joyful K-12 schools.

The U.S. Center for Disease Control and Prevention recommends school climate reform as a scientifically sound strategy that promotes healthy relationships, school connectedness and dropout prevention. The Institute of Education Sciences (IES) includes school climate as a strategy for drop out prevention. And, the U.S Department of Education recommends school climate reform as an evidence-based strategy to prevent violence. In fact, the U.S. Department of Education is investing in school climate improvement efforts as a fundamentally important school reform strategy.

The CSCI was developed over a period of several years, building on theoretical and survey work done in the field of social and emotional education. In 2007, NSCC extensively tested the survey, using factor analysis and structural equation modeling to validate the sub-scales and confirm our theoretical model of school climate. With this data, they were able to determine whether questions grouped in the way they predicted and whether similar patterns existed across schools and groups of students, providing an empirical "seal of approval" for the CSCI. (NSCC, 2019)

 
 
 
 
 
 
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