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Board hears curriculum update: concerns about small-sample EL metric and plans for ACT transition and interventions
Summary
Superintendent presented the district report card, flagged the state's new EL progress-to-proficiency metric as problematic when a very small subgroup is weighted, and described weekly MTSS monitoring and plans for ACT prep and feeder-district coordination.
At the Dec. 19 meeting, Lincoln Way CHSD 210 trustees received a curriculum and instruction update that examined report-card measures, subgroup outcomes and plans for an upcoming transition to ACT testing.
Superintendent Dr. Tingle told the board this is "the first time that we have not had all 3 as exemplary," noting East and Central performed better on ELA and math benchmarks and West fell short in places. He raised a particular concern about a newly used state EL progress-to-proficiency measure: "I felt and I still feel that measuring 14 kids when there's 2,000 in the building is not necessarily appropriate indicator for 5%." Dr. Tingle said the state is aggregating individual EL student growth up to five years, and the access test used for the metric will be a focal point for improvement efforts.
Trustees asked about coordination with feeder districts on interventions and course articulation. A feeder representative said monthly curriculum council meetings cover PSAT results, course communication and interventions. Data principal Mr. Griggs described how the district monitors growth: "Every week, our MTSS teams meet, and we have a list of every student in the school," he said, explaining the district identifies failing students early and targets interventions; he added that failure numbers have been reduced by about half over the last two years.
Administration said it will return with plans for ACT prep in the spring as the district changes the testing cadence. Trustees and staff discussed chronic absenteeism measurement (counting students who miss more than 10 days per year) and expressed intent to continue work on attendance strategies and targeted academic supports.
The presentation closed with staff offering to provide more detailed materials in the board packet and to keep the board informed as the district refines test-prep approaches, articulation with feeder schools and supports for EL students.
