Cook County SD 130 lays out improvement plan after Illinois summative designations show low math proficiency

Cook County School District 130 officials presented the district's 2024-25 Illinois summative-designation results at the board's Dec. 16 meeting in Crestwood and described a districtwide response centered on professional learning communities (PLCs), coaching and targeted interventions.

Assistant Superintendent Stephanie Delgrosso said the presentation aimed to "summarize the designations, explain the indicators, and share next steps in our continuous improvement process." Dr. Grayson, who presented the accountability metrics, walked the board through the ISBE methodology and the cut scores for this year.

District officials reported the district's aggregate results: ELA growth around 45.6, math growth about 46.3, ELA proficiency roughly 38.3% and math proficiency near 21.1%. Chronic absenteeism for the district was presented at approximately 28%. Dr. Grayson explained how ISBE weights multiple indicators, how the 38.71 cut score set the floor for the lowest-support category, and how the state will use proficiency and growth (the higher of the two) plus elevated indicators such as attendance and EL progress to arrive at final designations.

Why it matters: low math proficiency and elevated chronic absenteeism drive support designations and require district-level responses that can change schools' support tiers. District leaders told the board these results trigger required steps under ISBE's continuous-improvement processes and that local plans must align with the district strategic plan.

District response and supports: Delgrosso and other administrators described a multi-pronged program of capacity building and targeted interventions. Key actions include monthly leadership-capacity work, participation in a South Cook Intermediate Service Center leadership coaching initiative, use of school-improvement specialists in buildings, expansion of after-school math intervention pilots, and a draft district literacy plan that will be revised in response to recent state comments and then brought to the board for approval before state submission.

School-level work: Primary and intermediate principals reported local steps to address gaps. Kevin Holtz, Lincoln Elementary principal, said his school is increasing exposure to IAR-style items in earlier grades, building foundational reading and math skills, and using PLCs to identify students for interventions. Middle-school principals cited weekly PLCs, small-group instruction, progress monitoring and SEL supports aimed at both proficiency and attendance.

Officials noted limits and next steps: some indicators (science or school climate surveys) do not apply to primary grades and will alter how totals are calculated for K-3 campuses. District leaders emphasized the draft literacy plan will return to the board in the spring, and that the ISBE redesign proposals (separating core and elevated indicators) could change future calculations.

Board reaction and questions centered on implementation: members pressed for details about consultant frequency, how instructional coaches and external partners (including a named math consultant) would be deployed, and how the district will measure consultant impact. Administrators said they have a layered monitoring system (consultant logs, monthly check-ins and coordinator oversight) and cited examples of ongoing curriculum audits and coaching cycles.

Next steps: the board expects the draft literacy plan and specific school-improvement plans to return for board consideration in the spring as state review wraps up. District leaders said they will continue to report progress on PLC implementation, consultant activity and attendance interventions.