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Administrators report midyear gains, push attendance and growth targets; SCI enrollment, pathways expand
Summary
Building administrators reported midyear benchmark improvements in reading and math, attendance‑reduction efforts and SEL participation; the district’s SCI career‑technical programs reported near‑capacity enrollments in several pathways and new hybrid scheduling changes for the education pathway.
District administrators presented midyear academic and program updates across buildings, including assessment results, attendance initiatives and Career & Technical Education (SCI) enrollment figures.
At LECC, administrators highlighted winter benchmark results: ELA winter performance reached 54% on grade level (the target is 69%), and math winter benchmark was 38% (target 39%). The presenter said the district used I‑Ready data and set mastery targets for lessons, adding that positive weekly outreach and classroom interventions are part of the plan to reach spring goals.
Elementary and middle‑school leaders reported measurable winter gains. One elementary presenter said winter ELA showed improvement from 29% in the fall to 48% at midyear and noted attendance improvements and social‑emotional learning participation: "We had 92 percent of LES students who participated in 8 SEL lessons or more per trimester," the presenter said. Middle school leaders described a focus on growth metrics and mastery work tied to I‑Ready lessons and said they were tracking toward year‑end stretch goals.
High school administrators reported practice ACT results showed maintenance or growth for most students: ELA maintenance/growth was reported at 69 percent and math maintenance/growth at 63 percent across the practice tests.
SCI (South Central Illinois Regional Workforce Training & Innovation Center) staff provided an update on orientation and enrollment. SCI reported a well‑attended orientation on March 3, several programs near capacity (CNA sections and a new sports health pathway reported full or near‑full rosters), and adjustments to the education pathway (moving the introductory course to a hybrid model taught at LHS). SCI staff noted wait lists and described steps to manage scheduling for shared instructors; they also mentioned grant activity (Clean Energy Pathway Grant and JTED Round 3 application) and sponsorship outreach.
Administrators emphasized attendance outreach (letters, weekly checks for students nearing chronic absenteeism thresholds) and noted that district staff are focused on mastery practice and targeted interventions heading into spring assessment windows. The board thanked administrators for consistent, data‑driven presentations.
