Accountability key in Dist. 54, but so is fairness
Accountability. Accountability for student learning. Accountability for providing a quality education within a balanced budget.
These ideas are not new to School District 54. Every staff member takes these responsibilities seriously. We work each day to maximize the learning experiences for our students. We are all committed to making certain that our mission of "Ensuring Student Success" becomes a reality.
Public schools are judged to be successful by how well their students perform on one state test that is administered in March. This yearly state assessment has been likened to the World Series or Super Bowl of public education.
A number of similarities can be made between the annual state assessments and a championship game. Sports teams spend time in practice sessions learning the most effective strategies and running through new plays. Students spend time each day learning and practicing new skills.
Professional sports teams determine how effective they are by the number of games they win during a given season. Success for students is determined by how well they perform on their classroom assignments and tests, as well as district-wide assessments.
Based on how well a team performs each week, the coach makes adjustments to the game plan, batting order or line-up. Depending on how well a student performs on classroom and district assessments, a teacher makes changes in the type of instruction or materials that are used to re-teach a skill.
Even though there are many similarities between a championship game and our state assessments, several key differences exist. Coaches are able to play only their most talented players in the championship game. This allows them to maximize their chance of winning and being judged as a championship team.
Every student, regardless of his or her abilities or limitations, must be included in the annual state assessments. Schools are given no opportunity to choose who participates in these assessments, yet their scores are unfairly compared to schools with vastly different student populations.
The most significant challenge that Illinois public schools are facing this year is a midseason change in the assessment rules. The National Football League and Major League Baseball agree to rule changes prior to the start of a season. Public schools continually fall victim to altering their game plan and playing by new rules whenever a bureaucratic mandate comes from Springfield or Washington, D.C.
In late October, public schools were notified by the Illinois State Board of Education that the Illinois Measure of Annual Growth in English test would no longer be given to students who are English language learners. At the same time, we were informed that no other valid test will be available for at least two years.
Since the law requires that every student in grades three through eight be tested, the only alternative at this time is to instead give the students who are English language learners the same annual standardized test that other students take, the Illinois Standards Achievement Test.
The ISAT will not be a valid indicator of the abilities of the students who are English language learners. As I mentioned before, we believe in accountability. However, we must be held to a standard that is fair.
Sports teams would never tolerate a midseason rule change that would impact their ability to compete on an equal playing field, yet many of our students will not be given the same opportunity.
In an attempt to make up for this travesty, districts received a list of accommodations that may be used when administering the state assessments for students who are learning to speak English.
Most of these accommodations will not make a difference for students trying to understand a test in a language they do not yet understand. Examples include taking as much time as needed, working in a quiet room with no distractions, and having the directions -- but not the problem -- read in the student's native language.
The purpose of our bilingual program is often misunderstood. The main goal is to teach students to read, write and speak in English as quickly as possible. District 54's bilingual programs have demonstrated success year after year.
The average time that our students who are English language learners receive the additional support is slightly less than three years. This is a remarkable accomplishment, since it typically takes a person five to seven years to be able to learn and effectively use a new language.
Imagine that your children arrived in Germany, speaking little to no German in September. In only a few short months, they are expected not only to learn how to speak and read in a new language, but are also given a test that they cannot possibly understand. The results will then be used to determine the overall effectiveness of their public school.
This midseason rule change will have a significant negative impact on schools across Illinois. Even though student achievement has never been higher in Distinct 54, the effects of this change will be devastating. Nineteen of our schools will be negatively impacted this school year. The remaining eight will see the harmful effects of this change within the next two years.
Continue to hold us accountable. Continue to expect District 54 schools to meet high standards. We welcome this. However, we ask that the effectiveness of our schools be judged using student test data that is fair and valid.