Aligning an Instructional System to Close the Gap

Author: Walsh, K.
Publisher: Stupski Foundation
Publication Date: 2006, November
Full text available online at: http://www.stupski.org/documents/U-46_report_11_1_06.pdf

Abstract (written by WestEd)

From 1994 to 2002, Illinois School District U-46 experienced rapid growth both in its overall student population and in the percentage of English learners. This growth occurred without the creation of support structures to meet students' needs. In fall 2002, when the district reached a state of educational and fiscal crisis, it began a process of reform and improvement that has resulted in the U-46 Curriculum Roadmap. This roadmap explicitly states and aligns, for both English-proficient and English learner students, reading and mathematics standards at each grade level from K-12 and supporting instructional materials, instructional strategies, and assessments. By 2006, every significant subgroup in every elementary school in the district made Adequate Yearly Progress. Almost 70% of third grade English learners tested proficient in reading on the Illinois Measure of Annual Growth in English—a 50% increase in the percent proficient over three years. The district credits these achievements with the following:

1. A broad-based, visionary leadership focused on equity
   
2. Teacher ownership of an instructionally aligned system
   
3. An integrated, collaborative, and responsive central office
   
4. Allocation of resources according to student need
   
5. The use of critical friends to spur continual improvement