Asst. Superintendent of Elementary Education, Faith Dahlquist, explained that the subgroup of Limited English Proficient (non-english speaking) students did not make Adequate Yearly Progress (AYP) at B.J. Ward, Beverly Skoff, and J.R. Tibbott. Consequently, the schools did not make AYP overall. Similarly, K.L. Hermansen did not make AYP because of its special education students, those with an Individual Education Plan (IEP).
Supt. Dahlquist explained [paraphrased, none of Supt. Dahlquist's explanations are to be taken as direct quotes] that these schools had to prepare School Improvement Plans (SIP) more frequently because of not making AYP [Information Report #1009-2641-School Improvement Plans]. A discussion ensued due to the fact that students with limited English proficiency are required to take the state tests in English.
I asked when students are required to first take the ISAT. Supt. Dahlquist explained that students are required to take the ISAT beginning in 3rd grade. She remarked that it takes roughly 3 years of being in the bilingual program, where students are taught in their native language while learning English, before students are ready for a transition to the general education classroom. However, she said that it usually takes about 3-4 years of a student having been out of the bilingual program before a student is proficient enough to take a state exam like the ISAT in English. So even if a student had entered the district in Kindergarten and transitioned to general education in 2nd grade, that student would most likely not be proficient enough to take the ISAT in English.
Supt. Dahlquist also noted that the state of Illinois is actually going to extend the amount of time non-English speakers remain in the bilingual program by requiring higher scores on the exit exam. In my opinion, this will be a disincentive for non-English speakers to learn English.
No Child Left Behind (NCLB) is far from perfect, but it provides an incentive for schools to teach English to non-English speakers with a sense of urgency. Not only do students in the USA need to know academic content, they need to know English, for the simple fact that we need to be able to communicate effectively as a cohesive nation.
It's no surprise that the three schools in question have large Spanish speaking populations. This is no doubt the result of our nation's lax immigration law enforcement, Illinois' status as a sanctuary state for illegal immigrants, and the need for public schools to justify tax increases to fund continually growing budgets.
