Local public school administrators are pleased with overall results in the latest Illinois Report Card, yet acknowledge there are certain area that require attention.
Last week, the Illinois State Board of Education released the latest version of the Report Card, the annual assessment of local public schools. All of the schools in Lake Forest and Lake Bluff finished in the state’s top two categories of either “exemplary” or “commendable.”
For the third consecutive year, Lake Forest High School received the top “exemplary” designation from the state. An exemplary designation means the high school is performing in the top 10 % of statewide schools and it does not have any underperforming student groups or below the “all students” group of the lowest-performing 5 % of schools and has a graduation rate of greater than 67 %, according to the ISBE website.
LFHS was one of 71 high schools receiving the exemplary designation, an ISBE spokeswoman said.
District 67/115 Superintendent Matthew Montgomery pointed to rising test scores in both math and science, particularly for juniors, as one of many reasons for the school’s assessment. He added that LFHS was in the top 1% of all non-selective enrollment school districts for average SAT scores or third out of the 470 statewide districts.
“The annual ISBE Report Card provides valuable insights into how schools across the state progress on key student success indicators and identifies areas for continued attention,” Montgomery wrote in a community letter. “I am proud of our Lake Forest Community High School students and staff for their steadfast commitment to growth and continuous improvement, as evidenced by this year’s significant gains.”
At Lake Forest School District 67, Deer Path Middle School West (seventh and eighth grade) and Everett (K-4) moved up from commendable to the highest category of exemplary. At the same time, Sheridan (K-4) and Deer Path East (fifth and sixth grade) maintained the exemplary level.
However, Cherokee (K-4) slipped from last year’s assessment of exemplary to commendable. (A commendable score means a school has no underperforming student groups, has a graduation rate of greater than 67 %, but is not in the top 10 % of schools statewide, per the ISBE.)
Montgomery said the administration is collaborating with Principal Kate Cavanaugh to return to the exemplary status and a school improvement plan is in place.
“The Cherokee school improvement plan focuses on academic and social support systems, student-centered instructional strategies, and the continuous improvement of teaching and learning,” Montgomery wrote. “As a District leader and Cherokee parent, I have great confidence in our Cherokee staff, the work that is underway, and the promise that it holds for our Cherokee students.”
At the two-school Lake Bluff District 65, the Lake Bluff Elementary School (Pre-K through fifth grade) moved up to exemplary while Lake Bluff Middle School remained at commendable.
“We want both schools to be exemplary and we are continuing to work to increase student achievement and growth for those results,” District 65 Superintendent Lisa Leali said.
District-wide the children had a 65 % proficiency rating in English Language Arts, but only 49 % in mathematics, about the same where it was last year.
Leali conceded district officials are seeking improvement in math.
“We feel good that we have made up some ground in ELA and we are close to where we were pre-pandemic in meeting and exceeding,” Leali said in an interview. “We recognize we still have a lot of work to do in the area of math.”
Leali traced some of the math issues to the learning disruptions caused by the coronavirus pandemic.
“Math is more linear than ELA and knowledge compounds other knowledge and builds upon each other. It is just a very different area. We are working to fill in gaps where kids have them now,” she said.
She added in 2023-24 there was a large structural change with a team of teachers taking over science and social studies with the classroom teachers at the elementary now focusing on ELA and math. In addition, teachers now have additional professional development time during the week.
“We haven’t done this kind of deep dive into standard-based instruction for a long time,” Leali said. “Our teachers need support with the learners that we have.”
Daniel I. Dorfman is a freelance reporter for Pioneer Press.
