Midyear SIP update: district reports progress in math, reading and digital citizenship
Get AI-powered insights, summaries, and transcripts
Subscribe
Summary
District leaders told the committee they have met midyear growth targets on aggregate diagnostics and described interventions (Voyager pilot, building‑thinking classrooms, APRA tutoring) and expanded multilingual and digital‑citizenship PD; staff stressed end‑of‑year data will be more predictive.
Plainfield SD 202 administrators presented a midyear school improvement (SIP) update Jan. 14, reporting progress and outlining next steps in math, literacy and digital citizenship across K–12.
Administrators described three district goals: improve math achievement, raise reading proficiency via evidence‑based literacy instruction, and develop students’ critical evaluation skills for online information. On I‑Ready diagnostics, staff said 36% of students are currently in the “green” band (on grade level) at midyear and that 52% of students have met their typical growth target thus far toward the year‑end goal.
The district highlighted professional development around Building Thinking Classrooms, a math enrichment model piloted in five buildings where learning specialists split time between intervention and above‑grade enrichment, and a Voyager Learning pilot for more explicit, teacher‑led math intervention at the middle school. High‑school staff reviewed preACT baseline results (about 30% on target in math; ~44% on target in reading) and described plans to validate an intervention eighth‑period course before mandating it for incoming freshmen.
Multilingual programming was discussed in response to a recent Illinois State Board of Education audit; staff increased PD for general‑education teachers and partnered with the Illinois Resource Center to expand capacity. Digital learning staff said a K–12 digital citizenship curriculum was updated to include AI guidance and that Parent University will feature a January module on teaching AI in the classroom.
Board members asked clarifying questions about whether winter benchmarks were predictive; administrators said end‑of‑year data are more reliable but winter diagnostics provide useful midcourse checks. Staff will continue to monitor growth, classroom‑level reports and cohort trends and return with end‑of‑year measures and further pilot evaluations.
Next steps: administrators will continue the Voyager pilot and targeted interventions, publish parent communications for grading‑language changes and digital resources, and return with final data at the end of the school year.