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Cary CCSD 26 reports gains for multilingual students as ACCESS exit numbers rise
Summary
District presenters said ACCESS English‑language proficiency results show growth: 395 multilingual students enrolled, 347 tested, 33 students exited EL services this year (up from 24), and language diversity increased to 32 languages. Staff credited curriculum maps, instructional framework and professional development.
Cary CCSD 26 presented year‑end ACCESS English‑language proficiency results at its June 29 board meeting, reporting measurable gains for multilingual students and an increase in exits from the district's English‑learner (EL) program.
Lauren Kramer, who led the curriculum presentation, said the district counted 395 students who qualify for language services this year, 347 of whom took the ACCESS test administered in January and February. Kramer said the district now serves students in 32 home languages, up from 27 the previous year, and noted that 33 students met the state exit threshold this year (up from 24 the prior year).
"The investment we've made in our students is paying off," Kramer said, adding that preliminary benchmarks shifted in the desired direction and that district exit rates exceed the state average. She explained that the ACCESS assessment is federally mandated and aligned to the WIDA English language development standards, and that Illinois sets the local exit criterion at an overall ACCESS score of 4.8.
Kramer and other staff told the board they attribute the gains to three principal strategies: cohesive curriculum maps that align standards across grades and programs, a district instructional framework that preserves rigor, and targeted professional development and coaching for teachers and EL specialists. Kramer also noted that since her start in 2022 exits increased from four students to 33 this year, pointing to sustained, multi‑year improvement.
Board members asked whether students who exit EL services keep pace with native English peers. Kramer said statewide data and local results typically show exited students performing at or above their English‑speaking peers on measures such as Accelerated Reader scores, a result she tied to focused instruction in academic language. The board also discussed coordination with neighboring District 155 for high‑school placement, including newcomer academies and ESL‑certified course tracks for students who still require additional support.
The presentation concluded with staff saying they will continue monitoring exited students for two years and using collaborative teacher supports and monitoring forms to ensure students remain successful after exit. Kramer closed by urging continuation of the instructional strategies and supports that the district credits with recent growth.
The board did not take further action on the ACCESS report; the presentation was informational and will inform curriculum and professional‑development planning ahead of the next school year.
