District 25 flags English learners and students with IEPs for focused interventions

District 25 leadership told the DLT on March 10 that English language learners (ELs) and students with Individualized Education Programs (IEPs) require targeted, district-level planning ahead of next school year.

District staff reported that District 25 has roughly 6,500 English language learners — about 27.5% of the district population, officials said — and that EL performance drives large changes in district reading figures. One presenter told the DLT that when ELs are removed from the district data, “almost 80%” of students read on or above grade level; when ELs are included the district-wide on-or-above rate drops “to under 60%.”

For grades 3–8, the district reported that about 63% of EL students are multiple grade levels below benchmark and roughly 8–7% are on or above grade level, the presenter said. The DLT discussed the implications for high-school readiness and the risk of dropout when students arrive at high school without sufficient reading skills.

DLT members proposed several next steps: revisiting foundational reading instruction including decodables and stand-alone time for language development, researching district and national best practices focused on EL acceleration, and exploring targeted summer supports or programs to sustain gains across the break. One member noted the challenge of sustaining dual-language gains when students do not use the language over summer; another suggested free public library summer reading programs and district-issued summer reading lists with incentives as feasible supports.

District staff said they will organize follow-up sessions: the district will invite Michelle to discuss how stand-alone time is being implemented locally and Rick, the district EL compliance lead, to discuss compliance and instructional alignment. The DLT agreed ELs and students with IEPs should be priority groups in planning for 2025–26.