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Lisle Junior High credits ELA gains to new curriculum, flags cohort math dip and new math adoption
Summary
Junior‑high leaders reported significant ELA gains tied to a new ELA program and said they are implementing Eureka Math Squared in response to a leveling or decline in math performance for a specific cohort; administrators also described SEL initiatives, executive‑function supports and classroom AI tools for teachers.
Lisle Junior High administrators presented their 2024–25 improvement plan to the board on Sept. 23, describing social‑emotional programs, new curriculum adoptions in English and math, classroom technology pilots, and assessment trends.
Dr. Vinnie Sloak and Assistant Principal Mr. Ericson described the school’s PRIDE SEL program and expanded home‑room time for executive‑function instruction, which administrators said helps sixth graders transition to multi‑teacher schedules. The junior high has also adopted My Perspectives for ELA (year two) and implemented Eureka Math Squared this school year as a response to stalled or inconsistent math gains.
Administrators reported strong preliminary ELA results across grade levels and attributed part of the increase to the new program and focused writing instruction: "we were hopeful to continue to see that" and presenters said many students increased proficiency on state readiness measures. By contrast, the junior high noted a concerning downward trend in math for a particular cohort (current eighth graders) and described that cohort as a focus of targeted interventions; the board asked for a January check‑in to see interim I‑Ready and pre‑ACT/PSAT data and a May follow‑up on spring results.
The junior‑high presentation also showcased classroom technology and AI tools teachers are piloting: Google Gemini for prompt generation, an AI differentiation tool that produces leveled texts, and a program called Class Companion that offers instant student feedback and scaffolded rubrics. Administrators emphasized that AI tools are being used as teacher‑facing accelerators, not as replacements for instruction.
Board members pressed administrators for plans to identify and support the at‑risk math cohort; administrators said they will continue MTSS monitoring, deploy tier‑2 and tier‑3 interventions, and coordinate with the high school on placement options if spring results do not improve.
The board scheduled a January check‑in on curriculum implementation and interim assessment data, and a May follow‑up timed for the final state results and end‑of‑year summaries.
