Waukegan board reviews beginning‑of‑year tier‑1 data showing modest gains, large gaps remain

Waukegan CUSD 60 officials presented beginning‑of‑year student assessment results on Dec. 16, highlighting curriculum‑embedded (tier‑1) assessments alongside interim measures such as NWEA, I‑Ready and DIBELS. Dr. Jonathan Brown, director of assessment and data, said elementary math proficiency on the first two unit assessments increased from about 36% last year to 43% this year, and that middle‑school science common assessments rose overall from 31% to 37% proficient or above.

Dr. Brown framed the district’s tier‑1 work as part of a three‑goal plan to ensure high‑quality, evidence‑based instruction and to equip educators and leaders to sustain equitable conditions for learning. He said Tier 1 is considered effective when 80% of students reach mastery and that improved teacher practice, pacing guides, and embedded coaching from partners such as Carnegie (math) and Amplify (literacy) are central to the strategy.

Board members asked for clarity about how the data should be read — as single‑year grade snapshots or as cohort progress — and requested deeper breakdowns. Superintendent Placencia and Dr. Brown said the presentation covered beginning‑of‑year testing through about October and offered to return with middle‑of‑year (MOY) cohort analyses and subgroup reports (by race, program, and special education status) to show where specific supports are needed.

The presentation also addressed reading and early literacy. Kindergarten proficiency on selected measures ranged in the mid‑50s percent on some local assessments while later grades showed lower percentages; nationally normed interim assessments showed roughly a quarter of elementary students scoring in the high average or above bands, and about half scoring below the 30th national percentile in some grades. Dr. Brown cautioned that different assessments use different performance bands and are not directly comparable, and he stressed the district uses multiple measures to guide instruction.

Board members raised questions about attendance, trauma and community events that could depress test performance and whether those effects are being captured. Administration said daily attendance did not show large deviations, but conceded qualitative impacts (anxiety, unreported trauma) are harder to measure and said they will triangulate SEL referrals, counselor contacts and wraparound metrics when returning with further analysis.

Dr. Brown also explained the Illinois standard‑setting process that changed IAR proficiency cut scores (a “rightsizing” effort). The district said it has distributed translated curriculum brochures, will use FACE liaisons for grade‑level parent trainings and will offer virtual and in‑person sessions to help families interpret assessment results once state accountability details are finalized.

Next steps: the board asked administration to return with MOY cohort comparisons, disaggregated subgroup data, and more precise identification of the skills (for example, specific math strands) where students are underperforming so interventions and summer programming can be targeted.