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Cary CCSD 26 celebrates higher proficiency under new state cut scores; growth and chronic absenteeism highlighted
Summary
District officials said state recalibration of IAR benchmarks resets year-to-year comparisons but, under the new cut scores, Cary 26’s overall proficiency rose to about 60% in ELA and math improvements were reported; growth metrics and chronic absenteeism were also discussed.
At the Nov. 17 Cary CCSD 26 board meeting, district teaching-and-learning leader Miss Rivera presented the district’s 2024–25 Illinois School Report Card and explained major state benchmark changes that affect year-to-year comparisons.
Miss Rivera said the Illinois Assessment of Readiness (IAR) proficiency cut scores were realigned so proficiency comparisons to prior years are not directly comparable. Using the state’s new cut scores, she reported district-wide proficiency at about 60 percent in ELA (compared with 48 percent under old cut scores) and a rise in math proficiency to about 43 percent under the new standards. She cautioned that the state raised the science benchmark, which produced a lower science proficiency compared with previous reporting.
Miss Rivera framed the report card as a tool for targeted instruction: proficiency measures indicate whether students are on track for college and career readiness, while growth measures compare year-to-year academic gains. She reported that, on average, Cary 26 students grew more than 52.6 percent (ELA) and 53.2 percent (math) of academically similar peers across Illinois, placing the district in the state’s average-to-above-average growth range.
The board asked about testing accommodations and technology. Miss Rivera said keyboards were part of the district tech plan and that schools provide keyboard access during testing for students who routinely use them in instruction; she said accommodations used during the year are honored on IAR test administration. On chronic absenteeism, Miss Rivera said the district’s rate was 13.4 percent (defined by Illinois as students missing 10 percent or more of school days) and that the district will address remaining cases individually.
Miss Rivera emphasized instructional responses tied to the district strategic plan: continued emphasis on differentiation, professional learning, MTSS interventions and targeted supports for students not yet meeting benchmarks. She closed by noting resource links and inviting further questions from the board.
