Tag Archives: Erika Schlichter

Kaneland considers middle school Spanish course

KANELAND—The Kaneland School Board on Monday listened to the possibility of incorporating Spanish in Harter Middle School next year.

School Board member Peter Lopatin expressed his enthusiasm for the idea of having foreign language at the middle school and beyond, and also noted interest in “working for immersion in the elementary school.”

Students had the opportunity to take an exploratory Spanish course before 2009 on the old Meredith Road middle school site. However, it ended as a result of budget cuts.

According to a report by Erika Schlichter, director of Educational Services 6-12 for Kaneland, an administrative team identified the need to explore having a middle school world language curriculum.

“This need was identified based on student interest, increased rigor in the KHS course sequence, best practice in language acquisition, and collaboration with our comparative districts,” Schlichter stated in the report.

Thirty districts had been surveyed. The report noted that 21 district offered AP Spanish and had offered the language in middle school or earlier.

“This data indicates that a middle school program in language is a fairly standard component of a course sequence that culminates in AP language,” Schlichter stated in report.

A proposed model entails that students could take Spanish 1 during seventh and eighth grade. If they complete the course, they can then move on to Spanish 2. Students could take fifth-year AP Spanish by their senior year.

The courses would mean a need for funds to pay up to two full-time Spanish teachers. According to the report, one full-time teacher is estimated to cost $50,000.

In addition, the seventh-grade books and workbooks are estimated to cost $15,000. The next year, those seventh-graders going to eighth grade would need materials that could cost another $15,000.

School Board member Tony Valente said that he is “behind it,” noting that students get higher ACT scores when they take the language.

Board member Pedro Rivas advocated having an immersion Spanish class. Rivas pointed out that his high school son, who takes Spanish class, is frustrated because he cannot fluently converse in the language.

Michelle Jurcenko, department chair of World Languages and a Spanish teacher, pointed out that a big component of colleges is the grammar.

“They have to read it and write it,” said School Board President Cheryl Krauspe. “Along with speak it.”

No action was taken after the discussion. However, the Spanish concept could come back to the board later this month via “budget process,” with final approval in March.

Story updated 1:38 p.m. CST Feb. 14, 2014

Kaneland will not continue with intergovernmental consortium

KANELAND—The Kaneland School Board on Monday voted against continuing onto the next phase of an online and blended learning intergovernmental consortium with neighboring school districts.

The only board members who voted to continue with the consortium were Board Secretary Gale Pavlak and Peter Lopatin.

Board members had previously given a literal thumbs up to collaborate with four other districts, including Indian Prairie 204, Wheaton-Warrenville 200, Naperville 203 and Batavia 101.

Erika Schlichter, director of Kaneland Educational Services for grades 6-12, had written a report about the consortium.

“The objective of the consortium was to design a collaborative, high quality online/blended program that would expand educational options for students in our districts,” Schlichter wrote.

The consortium’s Phase One took place last September through December.

The consortium had contracted with Evergreen Consulting Group. The cost to the Kaneland School District for its Phase One involvement is $4,835.

Schlichter’s report noted that Phase One objectives included development of a mission and guiding principles, and a strategic plan of goals, as well as creation of an implementation schedule this month, with courses to launch in August.

The report noted that to become a voting member, each district would have to pay $85,000 as an initial investment, while an initial proportional amount would be $11,450. The total first-year investment would then be $96,450.

“It’s unfortunate,” board member Teresa Witt said. “I would love to have the money laying around to support it. I just don’t see that I could allocate that kind of money.”

Schlichter acknowledged that the specifics of Phase Two is something “hard to be definite about.”

Kaneland Superintendent Dr. Jeff Schuler spoke favorably on working with the consortium.

“I see it as a new path,” Schuler said.

Kaneland tabs retiree trio as interim athletic director

by Stefanie Frazier

KANELAND—Kaneland High School’s search for an interim athletic director has concluded.

Kaneland Superintendent Dr. Jeff Schuler recently announced a “finalized plan” to fill the interim athletics and activities director position for this school year at KHS.

The people set to take on the job include retirees Ross Truemper, Rudy Keller and Ralph Drendel.

According to Erika Schlichter, director of Educational Services 6-12 for the Kaneland School District, the Kaneland School Board is expected to approve the new directors at the board meeting on Dec. 9.

“We ran an interview process,” Schlichter said. “And these candidates rose to the top of the interview process and were selected.”

Truemper and Keller worked at West Aurora High School as co-interim principal for two years and have experience in athletics and activities.

Drendel is a former Kaneland High School assistant athletic director, coach, teacher and student.

Schlichter explained that it is needed to have three interim directors because of limited work days for retirees.

“No one person can work more than 100 days,” Schlichter said. “And so in order to meet our complete dates in this position through the end of the school year, it was necessary to have more than one person. That’s a very common practice.”

The need to fill the position came after former KHS athletic director Leigh Jaffke, who also served as activities director, resigned prior to the Oct. 16 School Board meeting. She had served as athletic director for 14 years.

Meanwhile, Keller said he started to settle in on Monday, with getting his email address and desk situated.

Keller said that he has been treated like “royalty” by Kaneland staff. He has received smiles and well-wishes from staff and students.

“I’m thrilled to be here,” Keller said. “I’m looking forward to a successful winter and spring at Kaneland High School with a highly spirited group of staff and students.”

School Board discusses ACT scores

KANELAND—The Kaneland School Board on Monday received news regarding the Kaneland High School class of 2013’s ACT scores.

This is the first year that the results showed comprehensive student data that incorporated students that received extra time to finish the test.

According to Erika Schlichter, Kaneland director of Educational Services for grades 6-12, the average composite score was 21.1, and there were increases in almost all sub-test areas.

“I think it’s a positive news story,” Kaneland Superintendent Jeff Schuler said.

An ACT College Readiness Letter reported five-year trends. The 2013 graduates had 350 Kaneland students who took the ACT. The average English score was 20.4 compared to the 2012 graduates having 20.6; math was 21.2 compared to 20.9; reading stayed the same at 21.0; science increased to 21.1 compared to 20.7. The composite score for the 2013 graduates was 21.1, compared to the 2012 graduates’ score of 21.0.

The report showed gains in the percentage of last year’s graduates who were ready for college-level coursework.

The data compares Kaneland School District to Illinois, including categories like College English Composition, with 66 percent compared to 63 percent of the state; College Algebra is 46 percent compared to 42 percent; College Biology was both 35 percent for the district and state.

Kaneland students who took Algebra 1 and Algebra 2, along with Geometry, Trigonometry and Calculus, received average ACT math scores of 25.4, compared to the state average 24.1.

“It seems like we’re trending up,” School Board member Tony Valente said. “We’re still not where we need to be. It looks like we’re making some movement.”

Kaneland Board President Cheryl Krauspe spoke positively of student progress.

“We’re moving in the right direction,” she said.

Kaneland approves purchase of new curriculum materials

by Keith Beebe
KANELAND—Kaneland School Board trustees on Monday voted 7-0 to approve the purchase of new curriculum materials.

According to a memorandum from Dr. Sarah Mumm, director of educational services K-5, and Erika Schlichter, director of educational services 6-12, the School Board on Feb. 27 heard details about a proposed curriculum purchase, which included the following:

• Math materials to support common core standards in grades K-12

• English Language Arts materials to support the common core standards in grades 9-12

• Material needs at Kaneland High School related to the schedule change (eight-period schedule) for the 2012-13 school year

The memorandum states that the total expenditure for purchase of new curriculum materials is $315,441.

“I am extremely excited about the new curriculum purchases. While this is not an easy time to allocate resources to curriculum materials, we need to ensure that our resources are aligned to the new expectations set through the common ore standards,” Superintendent Jeff Schuler said. “Additionally, we purchased some materials in preparation for the move to an eight-period schedule at Kaneland High School.”

Schuler said the district planned for these expenses and spent money wisely this year so that the School Board can make this expenditure, and is excited about the impact the new instructional materials will have on student learning.

“This purchase supports several objectives identified in our Vision 2014 Strategic Plan and our overall mission to ensure students are college, career and community ready,” he said.

No Child Left Behind

Photo: Teacher Diane Pierson’s kindergarten students concentrate in the Listening Lab at Kaneland Blackberry Creek Elementary School in Elburn. Photo by Patti Wilk

Years after passage of the federal law, how is Kaneland dealing with its implementation?
In part 1 of an ongoing series relating to the 10-year-old No Child Left Behind Act, Assistant Editor Keith Beebe took a closer look at the primary measurement tool, Adequate Yearly Progress. In this, part 2, Beebe looks into possible revisions to the law, as well as how Kaneland assesses its own measure of success.

by Keith Beebe
KANELAND—Kaneland Superintendent Jeff Schuler said in late January that he wasn’t sure many people thought the No Child Left Behind law, when it was passed in January 2002, would make it all the way to its conclusion in 2014 without some type of revision, due to the law’s increasingly stifling Academic Yearly Progress (AYP) requirement.

That revision might be in the works.

According to Schuler, the state of Illinois is currently seeking a waiver in regards to the No Child Left Behind law.

“While all the details regarding the waiver process are not clear, I support (the) need to have something that better measures the progress school districts are making toward our goals of college and career readiness,” Schuler said.

The Kaneland School District, as of 2012, is currently falling short of the bar when it comes to the current AYP meets-and-exceeds requirement (minimum of 92.5 percent meets-and-exceeds). However, Kaneland isn’t the only Illinois school district struggling to keep its head above water when it comes to AYP requirements.

AYP, implemented in 2003, is a measurement tool meant to ensure that every state school improve its standardized test scores in reading and mathematics each year through 2014. It is based on Illinois Standard Achievement Test (ISAT) for grades 3-8 and the Prairie State Achievement Exam (PSAE) for grade 11. The requirement mandates that a specific percentage of students at those grade levels in every state school meet or exceed the reading and mathematics requirement in place for the year.

In terms of the ISAT test, District 302 has tallied a 90 percent meets-and-exceeds average every year since 2008 (the state’s meets-and-exceeds average is currently 82 percent, up 19 percent from when No Child Left Behind went into effect 10 years ago).

Kaneland High School’s PSAE meets-and-exceeds average is considerably lower than the district’s ISAT scores, but has been at 57 percent the last two years, and is currently six percentage points ahead of the state average. KHS hasn’t met the AYP requirement since 2006 but the state PSAE average has never exceeded 56 percent since the implementation of No Child Left Behind. KHS’ highest PSAE meets-and-exceeds average was 65 percent in 2009.

As a result of scoring below the AYP requirement four consecutive years, Kaneland High School is on Academic Watch Status and eligible for state sanctions.

Erika Schlichter, director of educational services 6-12, said she hopes the NCLB waiver happens, and believes that it is more important to look at multiple indicators of growth, rather than performance on one test each year to determine if a school is making progress.

“For states that do get a waiver, there will still be accountability, and that is good. However, the accountability should be tied to student growth,” Schlichter said. “Also, the government is finding that the punitive nature of the current No Child Left Behind consequences is not promoting improvement in all cases, so we do hope that a waiver is granted.”

So, what would be a fair and realistic AYP requirement at this point?

“I believe a growth measure would be most fair,” Schlichter said. “In other words, individual students and groups of students should show growth in learning within that group over time, rather than comparing the same grade level, year over year, with different students. I also believe that a fair measure would be to look at multiple assessments and indicators.”

Schlichter also cited Kaneland’s Vision 2014 Performance Targets as data containing many different points of measurement to paint an accurate picture of student achievement.

“We do already internally measure multiple points. We would like to see the state do the same,” she said.

There is no guarantee that Illinois will obtain a waiver for No Child Left Behind, but Schuler said he knows the state of Illinois is working hard to position the waiver in a positive manner.

“I am hopeful that the change will more accurately reflect the progress all school districts are making to improve education in our area and state,” he said.

All about AYP

In part 1 of an ongoing series relating to the 10-year-old No Child Left Behind Act, reporter Keith Beebe
takes a closer look at the primary measurement tool, Adequate Yearly Progress

Photo: Students concentrate on their computer work in the Learning Resource Center at Blackberry Creek Elementary School in Elburn. Photo by Patti Wilk

by Keith Beebe
KANELAND—Adequate Yearly Progress (AYP), instituted in 2003 as part of the federal No Child Left Behind Act, is a measurement tool meant to ensure that every state school improve its standardized test scores in reading and mathematics each year through 2014.

Currently, only two of the six schools in the Kaneland District—Blackberry Creek and John Shields Elementary—meet AYP standards, and it could be just a matter of time before those schools also fall below an AYP requirement that will boast a meets-and-exceeds requirement of 100 percent two years from now.

AYP, based on Illinois Standard Achievement Test (ISAT) for grades 3-8 and the Prairie State Achievement Exam (PSAE) for grade 11, mandates that a specific percentage of students at those grade levels in every state school meet or exceed the reading and mathematics requirement in place for the year. According to the Illinois Interactive Report Card website, the AYP target was set at 40 percent for 2003 and 2004, 47.5 percent for 2005 and 2006, 55 percent for 2007, 62.5 percent for 2008, 70 percent for 2009, 77.5 percent for 2010 and 88.5 percent for 2011. The AYP target number for 2012 and 2013 is 92.5 percent.

Every school must have a student participation rate of 95 percent to validate its meets-and-exceeds percentage for the year. If a school does not meet the minimum participation rate, its numbers can still be considered valid if the school’s participation rate the current year and previous year (or two previous years) averages out to at least 95 percent.

Attendance and graduation rate requirements, which are also part of AYP, have gradually increased since 2003. Attendance and graduation requirements in 2012 are set at 91 percent and 84 percent, respectively.

AYP requires 77.5 percent of every subgroup to meet and exceed reading and mathematics requirements. Subgroups are defined by racial demographics, limited English proficiency (LEP), special needs students involved in individualized educational program (IEP), and low income.

“The reality is that the requirements have risen to a point that there are very few school districts that are able to meet them, especially when you look at all buildings and all the subgroups that are required for reporting,” Kaneland Superintendent Jeff Schuler said. “As with any assessment that you use, if the target for performance is not realistic, then the data that you get is probably not going to be very informative.”

Kaneland High School hasn’t met the AYP requirement since 2006 (KHS achieved a rate of 62 percent that year), but the state PSAE average hasn’t exceeded 56 percent since the implementation of AYP nine years ago.

As a result of scoring below the AYP requirement four consecutive years, Kaneland High School is on Academic Watch Status and eligible for state sanctions.

Kaneland Harter Middle School, despite notching a meets-and-exceeds rate of 91 percent in 2011, is also currently below AYP requirements.

Erika Schlichter, Kaneland director of educational services 6-12, said her concern with AYP isn’t that it has set the academic bar extremely high, but that the requirement is based on only one score or data point and does not paint a true picture.

“The other concern I have with AYP is that it does not allow us to measure growth of student cohorts or the progress made by specific groups of students, but instead judges based on comparisons of this year’s class to last year’s class, so student growth is not factored in,” she said. “In addition, the way the current AYP standards are applied, they are very punitive to schools, which have made it difficult for many schools to have the flexibility to utilize different improvement measures.”

In 2011, Blackberry Creek and John Shields elementary schools achieved a meets-and-exceeds testing rate of 91 percent and 89 percent, respectively. In fact, both schools have scored at least 89 percent every year since 2006. Those consistent high scores, however, won’t be good enough to satisfy an increased AYP requirement of 92.5 percent in 2012. Nevertheless, the scores of Blackberry Creek and John Shields are far superior to the state average, which resided at 82 percent last year.

John Stewart and McDole elementary schools in 2011 had a meets-and-exceeds rate of 87 percent and 86 percent, respectively. Both schools tallied a rate of 90 percent in 2010.

“I am never against raising the bar and expectations in education; I am opposed to reporting and looking at only one score to check progress,” said Dr. Sarah Mumm, director of educational services K-5. “We have over 20 data points that tell the whole story, not just this one piece of data.”

Schuler said he was proud of the results at each of the district’s elementary schools.

“Each of (our) principals have carefully looked at the results with their school improvement teams to look for areas where we can improve,” he said. “As schools identify individual skill areas that can be improved, they reflect on those areas in our curriculum and make adjustments to help our students. The results this year are not inconsistent with the results of previous years.”

According to Schuler, some relief from AYP requirements could be in store for the state of Illinois.

“I am not sure that when the (No Child Left Behind) law was passed that many people believed it would make it to 2014 without some type of revision. It now appears that is more likely as we get closer to that date and the number of school districts not making yearly progress is increasing,” he said. “There is some discussion now at the national level about a waiver process that will allow states to get some relief from the requirements, but I am not sure what that will look like for Illinois.”

Kaneland administration explains lockdown procedure

by Keith Beebe
KANELAND—Kaneland High School on Oct. 6 went into lockdown for 35 minutes after school officials discovered what they believed were shell casings. Kane County Sheriff deputies and school staff further investigated and discovered that the objects in question were used starter pistol casings, typically fired during school track events. A Kane County Sheriff press release stated that the casings looked “old and weathered.”

The incident may have been a simple mix-up (the Kane County Sheriff Department is still investigating), but was nonetheless an example of the lockdown procedure used in the Kaneland School District whenever an element of danger materializes in any of its schools.

“We have a common set of crisis procedures in all of our schools, and when you’re dealing with a situation that is potentially a crisis, one of two things is going to happen: you’re either going to call a lockdown and get the kids into a secured room until the potentially unsafe situation has been cleared, or you’re going to evacuate the school building in a fire-drill-type procedure,” Superintendent Jeff Schuler said. “It’s basically a judgment call of the administrator in charge of the building.”

Schuler said instances such as a bomb threat or an unidentified person in the school will often result in a lockdown. There are also nonemergency lockdown procedures used any time administrators simply do not want students in the hallway (typically because of a spill or mess).

According to Erika Schlichter, director of educational services 6-12 in the Kaneland School District, a specified announcement is read as soon as the school principal calls for a lockdown. At that time, teachers are responsible for gathering students from the hall and placing them in the nearest classroom.

“(Staff) would lock the door, turn out lights, shut windows and blinds, move students out of sight of windows if possible, and have those students remain quiet,” she said.

Staff is also told to take attendance and inform administrators if any students are missing, or if an additional student joins the room. No one is permitted to leave the secured area or open the classroom door unless district administrators direct them to do so.

“Administratively, we fill several different roles,” Schlichter said. “We have one person working with communication—sending out releases and notifying other schools. We have someone spearheading—typically, the principal. We have a note taker—someone who is documenting what we’re doing as we’re doing it. We have another person in charge of communications with teachers and students. We try to be very efficient in how we fill those roles.”

For safety reasons, parents are not notified when a lockdown goes into effect.

“The last thing you want is a message out there that encourages a lot of people to come running to a building when you’ve got a potential crisis situation happening inside the building,” Schuler said. “The first concern is ensuring that the situation itself is safe. If there’s a need to communicate out, that usually happens after the fact.”

Schlichter called the lockdown process “a very simple procedure,” and said it typically runs smoothly during a drill or an actual situation.

“I think we have a real good procedure, and we use every situation to re-evaluate, take feedback and make sure we’re constantly getting better,” she said. “I do think the situation (on Oct. 6) went smoothly and was handled well on all accounts by our staff, principal and so forth.”

8-period format discussed

The Kaneland School Board on Monday evening was presented with an update on the high school schedule change to an eight-period format by Director of Educational Services Erika Schlichter.

According to a document presented by Schlichter, the schedule will transition to the new format for the 2012-13 school year. The document also notes the completion of student scheduling and creation of scheduling plans for eighth-graders and current high school students has been completed, as well as the assessment of potential material costs associated with the schedule change.

District moves to 10-point grading scale

The Kaneland School Board on Monday voted 6-0 to approve a 10-point grading scale that will be administered to grades 6-12 for the 2011-12 school year.

Board Secretary List Wiet was absent from the meeting.

Kaneland currently operates a seven-point grading scale. A document from Erika Schlichter, director of educational services of schools, states the grade-point shift does not represent a lowering of standards in Kaneland, but rather the expectation of a greater level of rigor in curriculum and instructional practices, combined with consistent measurement of students’ mastery, and will result in grades that are more accurate and more informative.

Directors present strategic plan update

Kaneland—The Kaneland School Board on Monday evening was presented with a strategic Response to Intervention (RTI) plan update by Directors of Eductional Services Sarah Mumm and Erika Schlichter, and Director of Special Education Fran Eggleston. The plan seeks to help evaluators identify children who may require special education services.

The new plan further outlines the criteria necessary to determine whether or not a child is eligible for special education, and also identifies several variables that can actually create the illusion of a learning disability (lack of appropriate instruction, limited English proficiency, etc.) during the evaluation of a student.

District names new-schedule impact areas

by David Maas
KANELAND—Kaneland School District’s director of educational services Erika Schlichter presented the School Board a report Tuesday naming specific areas that the planned high-school schedule change from four-block to eight-period days next year will impact.

“We are going to stay focused on the things that are the most important,” Schlichter said.

Those areas of impact are School Board policy, the high school handbook, operational schedule details, curriculum, collective negotiations, and finances.

The board will learn more from district staff in the future about the impact of the scheduling change. On Monday, Oct. 25, staff will discuss the impact on one of the impact areas, the operational schedule. They will see a draft of the schedule that Kaneland administrators produced.

Board members on Tuesday expressed some concern with the new scheduling, including athletes leaving early for sporting events and the increased number passing periods possibly leading to more behavioral issues.

Schlichter reassured the board that these issues have been the topic of staff discussion, and the district will implement the best actions to ensure students’ well-being.

“The board appreciates all the work being put into this,” Board President Cheryl Krauspe said. “We know it’s a lot of work.”

Students sound off on plan

Proposal for 8-period days has opposition
by Keith Beebe
KANELAND—The average class period will be much shorter for Kaneland High School students under a more traditional schedule slated for 2011-12.

Kaneland officials plan to change the high-school class schedule from four, 80-minute blocks per day to an eight-period day beginning in the next academic year. School officials said the move will provide students with a more balanced and complete curriculum, and perhaps even boost ACT scores within the School District.

“We have found that the four-block (schedule) poses a challenge to student learning because it creates gaps in learning, especially for sequential classes,” Kaneland Curriculum Coordinator Erika Schlichter said. “For example, freshmen who enter high school and take a math class first semester could have a gap of up to nine months until they have another math class.”

While School District officials said they have students’ best interests in mind, some of those students are not exactly enthusiastic about the scheduling change, including KHS freshman Madison Hester.

“I really don’t think it’s going to help us, and I think it’s going to make it harder for us to get better grades because we’ll have homework (from more classes),” Hester said. “I think we have more time for teachers to explain the material (in the four-block schedule), and that gives students a better understanding of everything in class.”

According to Kaneland Superintendent Jeff Schuler, district officials touched on the idea of changing back to a traditional schedule last year when they put into place four-year improvement plan. One of the plan’s strategies was to assess the impact of schedule on student achievement at the high school level.

“What I have a concern with is, when you have a big lapse of time between math classes you’re taking,” Schuler said. “We feel that moving to a more traditional schedule will create a more sequential and consistent learning experience for students.”

Although district officials designed the new schedule to keep students more in touch with subjects such as math and science, some students are concerned that more classes will mean more homework.

“I am a two-sport athlete who goes from one sport to the next, two or three times a week,” Kaneland freshmen Lanie Callaghan said. “And even with four classes, it’s really hard for me to get all my homework done. I’m worried this will affect my GPA. Also, what about the kids in the Fox Valley (Career Center) classes? Those kids won’t be able to travel to their classes without the block scheduling.”

Callaghan recommended that the district require additional ACT prep classes, instead, to improve student test scores.

Despite the apprehension of some students, Schuler believes the decision to change back to the eight-period day will ultimately benefit the entire school district.

“This decision came out of our desire to improve academic achievement for our students,” he said.

Kaneland fails to meet learning standards

by David Maas and Martha Quetsch
KANELAND—In 2009-10, Kaneland School District did not make adequate yearly progress (AYP) toward meeting state learning standards under the federal No Child Left Behind Act.

“This is the first time the district has not met the standards,” Erika Schlichter, Kaneland’s director of educational services, told the School Board on Monday.

The district’s AYP failure was because three subgroups within the district—Hispanic students, students with disabilities and economically disadvantage students—did not meet state standards in reading and math, Schlichter said.

Annual achievement test scores determine whether students are meeting state learning standards. For 2009-10, the state required that 77.5 of students within the School District, and within each subgroup with 45 or more students, to meet state learning standards for the district to make AYP.

Overall, 84.8 percent of district students met state standards in reading, and 88.1 percent met state standards in math. However, within Kaneland’s subgroups, 54.9 percent of students with disabilities met state standards in reading and 63.7 percent in math; 69.2 percent of Hispanic students met state standards in reading and 63.7 percent in math; and 69.8 percent of economically disadvantaged students met state standards in reading and 74.3 percent in math.

Kaneland High School (KHS) did not meet state standards in reading and math, either. Sixty-one percent of 11th graders met reading standards and 51.6 percent met math standards, according to their Prairie State Achievement Exam scores. KHS test scores were not the reason that the district did not make AYP, Schlichter said.

Despite Kaneland’s failure to make AYP because of the subgroups’ test scores, the state has not identified the district for improvement status. The reason the district still is in good standing with the state is because grades three through eight met the learning standards, Schlichter said.

However, Schlichter said she is looking forward to talking with Kaneland officials about the steps the district will take to continue to improve its AYP standings.

In September, she will present the School Board with in-depth data regarding elementary, middle and high school AYP statistics for the district. District officials also will discuss school improvement plans.

Board member Ken Carter said he is particularly interested in seeing the findings for KHS.

“I’d like to see why exactly the (high school) standards weren’t met,” Carter said.