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District reports mixed results on K–5 curriculum rollout; dual-language and special education flagged for more support
Summary
District staff reported results from an elementary curriculum implementation review, including teacher survey data and planned changes to pacing, phonics, dual-language allocation and SEL scheduling to address gaps for dual-language and special education classrooms.
Dr. Stefan, a district staff member, updated the Round Lake Area School District Board of Education on June 2, 2025, about progress and next steps for implementing new curriculum in kindergarten through fifth grade for math, English language arts (ELA), Spanish language arts (SLA) and social-emotional learning (SEL).
The district used Hanover Research to administer an elementary curriculum implementation survey in late winter and combined that with ongoing PLC feedback, classroom visits and school improvement days. “When we looked at the English and Spanish language arts curriculum…we have the greatest level of success with our monolingual classroom teachers,” Dr. Stefan said, while noting lower satisfaction among dual-language and special education teachers.
Dr. Stefan highlighted specific data points: SLA implementation showed roughly 65% of teachers reporting a level of success, while some dual-language measures were reported at 41% and 37% on differentiation and ease of use. He said the district will modify pacing, add writing supports, place assessments in Canvas, strengthen phonics at primary grades, increase instructional minutes in fourth and fifth grade, and provide additional supports and modified pacing for special education teachers.
For dual-language classrooms, staff said the district revised a content-language allocation plan to ensure math is taught in English during a dedicated block — because students take the Illinois Assessment of Readiness (IAR) in English — and reinforced math in Spanish in a separate block to address gaps where bilingual interventionists are not available.
On SEL, staff said implementation was inconsistent this year because SEL lessons were not scheduled at a set time; the district plans to add a dedicated SEL block and more targeted professional development next year. Dr. Stefan and other administrators emphasized continued teacher feedback cycles and the district’s plan to refine curriculum supports annually.
Board members praised the emphasis on teacher input and monitoring; no formal board action was required at the meeting.
