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Lisle Elementary presents 2024–25 improvement plan, highlights SEL, intervention time and rising EL needs
Summary
Lisle Elementary administrators told the board their 2024–25 plan centers on tiered social‑emotional supports, a 30‑minute daily protected intervention period, expanded self‑contained special‑education classrooms, and growing English‑learner needs; staff cited spring assessment gains but said some numeric details are in the formal packet.
Lisle Elementary School leaders presented their 2024–25 School Improvement Plan to the Lisle CUSD 202 Board of Education on Sept. 23, outlining social‑emotional learning (SEL) tiers, assessment use, interventions, and action steps for the year.
Principal Jill Shriber introduced the elementary administrative team and said the school’s approach pairs building‑wide tier‑one supports (expectations for respectful, responsible, safe behavior) with tier‑two and tier‑three interventions for students who need more targeted help. Assistant principal Meredith McCormick described the district’s MTSS framework and the use of universal assessments — i‑Ready and FastBridge — administered three times yearly to monitor progress and locate students needing additional support.
Presenters highlighted a daily 30‑minute protected intervention block (“win time”) used for both remediation and enrichment. Administrators also noted additions to special‑education capacity this year — new self‑contained classrooms for grades 3–5 and preschool — and said that those placements aim to serve students who require more intensive support than pull‑out interventions but do not need out‑of‑district placement.
On assessments, the presenters characterized last spring’s preliminary results as positive, noting that about 81% of students met proficiency metrics in one portion of the assessment diagnostic used in spring checks; presenters said final state designations are pending state data releases. They also discussed Five‑Essentials survey results for students, staff and families and identified target areas (writing, some measures of supportive environment) for focused professional development.
Administrators flagged a growing English‑learner population and described services that include bilingual instruction, push‑in and pull‑out models, and newcomer supports. The team also said the school is piloting and using teacher‑facing AI tools to accelerate content creation for lessons and to support differentiated materials for varied Lexile/readability levels.
The board thanked the elementary team for the detailed plan and for providing an updated document that tracks last year’s changes. Administrators asked trustees to raise any follow‑up questions directly to district staff for further detail.
The district’s formal SIP packet contains detailed tables and the official counts for IEPs and EL designations; presenters cautioned that some figures discussed in the oral presentation are preliminary and that December 1 counts for special‑education designations will be the official submission to the state.
