Glenview CCSD 34 presents Illinois Report Card data: attendance, proficiency and next steps

District administrators presented results from the Illinois School Report Card and tied the findings to the district strategic plan, highlighting attendance trends, proficiency levels, growth measures and targeted interventions.

On attendance, presenters emphasized chronic absenteeism as a leading indicator of later academic risk. Administrators reported chronic absenteeism at about 12.3% for the prior year and said current-year figures are near 9% districtwide; they noted the research linking missing 10% or more of school to declines in achievement and urged continued parent outreach and early interventions.

On assessments, staff cautioned that statewide cut scores and reporting categories have changed, limiting direct year-to-year comparisons. Using the current interpretation, the district reported approximately 76.9% proficiency in English language arts and 62.9% proficiency in math on the most recent Illinois assessments; science proficiency was reported at about 72.2% for the grades tested. Administrators stressed growth metrics (normed to peer cohorts) and said district growth averaged near the 50th percentile in several measures, with variation by grade and subgroup.

English learner (EL) services were discussed: the district's EL population has remained around 16''18% and serves roughly 65 languages. Staff explained the ACCESS English-proficiency exam and noted the state is reviewing exit-score criteria (currently a 4.8 composite) with potential changes not expected before 2028.

District instructional responses identified in the presentation included a phonics pilot for K'3; fact-fluency and early numeracy programs; better spacing of state assessments to reduce testing fatigue; and building-level strategies to close achievement gaps. Board members requested cohort-level EL analyses, teacher attendance data, and further grade-band follow-ups; administrators said more detailed analyses will be brought back to leadership meetings and the board.

Direct quote: "We are really excited. We have lots of data to share," the presenter said while introducing the report and the strategic-plan connection.

Why it matters: Attendance and growth metrics inform school-improvement priorities and resource allocation. The combination of assessment results and targeted interventions will guide school- and district-level planning under the strategic plan.

Next steps: District staff will provide more granular cohort and subgroup analyses, update the board on phonics implementation and return with recommendations for targeted interventions to address gaps highlighted by the report card.