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U-46 reports mixed gains in literacy and numeracy; only 46% of students report belonging
Summary
District leaders told the board that literacy and numeracy initiatives show some progress but remain below national norms; numeracy ACT preliminaries and I-Ready trends point to persistent gaps, and just 46% of students in grades 5–12 reported a sense of belonging on the Panorama survey.
School District U-46 officials told the Board of Education on June 16 that efforts to improve literacy, numeracy and school conditions showed areas of progress but substantial work remains to meet grade-level expectations and postsecondary readiness.
"Our instructional work continues to be anchored in three priorities: growing student achievement in literacy and numeracy and ensuring that every school environment supports belonging, wellness, and readiness for the future," said Lola Mysdorovich, deputy superintendent of instruction. She described an "instructional clarity framework" the district is using to define expected student experiences and guide professional learning.
Assistant superintendent Brian Tennison presented numeracy data and said the district’s preliminary ACT averages were below college-readiness benchmarks: "Our district average in math is 17. Our district average in science is a 17.6, and our district average in STEM is 17.5," he said. Tennison also described I-Ready placement data showing that students furthest from grade level remain the hardest to move and that formative feedback and higher-taxonomy tasks need wider and deeper implementation.
Dr. Latrice Satterwhite, assistant superintendent of equity and innovation, reviewed literacy measures and said district reading and English scores are below national averages. Preliminary ACT averages reported for English and reading were 15.6 and 17.3 respectively, with the combined English language arts average at 17.1. "Vocabulary and comprehension are particularly urgent areas for focus," Satterwhite said.
On school conditions, the district reported that 46% of students in grades 5–12 said they felt connected to their school community on the annual Panorama survey. Officials noted that the survey cohort changed this year from grades 4–12 to grades 5–12, which may partially account for a downward shift. The district also reported improvements in some schoolwide indicators such as reduced chronic absenteeism and bullying referrals, but an increase in students suspended more than once.
Board members asked detailed follow-up questions about how I-Ready data will relate to the state’s new Illinois Assessment of Readiness benchmarks and whether dual-language programming affects performance trends. Officials said the state is revising benchmarks and that comparative results should be available before October. On interventions and supports, staff described "triangle teams" at high schools — a dean, social worker and counselor who review behavior, attendance and grades — and said the district will expand SEL and principal-student advisory structures next year.
The presenters said next steps include continued classroom visits, collaborative data cycles, selection of a new elementary math resource, strengthening formative assessment routines, expanding learning labs and deeper postsecondary planning supports for juniors and seniors. The district also outlined a multi-pronged plan to support staff and build capacity for these priorities.
