District 21 reports improved attendance for many students but flags chronic absenteeism in early grades

Dr. Childress presented winter MAP assessment and district demographic data at the Feb. 19 Wheeling CCSD 21 board meeting, reporting roughly 6,200 students in the district, about 51% classified as English learners, approximately 16% of students with individualized education programs (IEPs) and roughly 46% qualifying as low income.

Childress said MAP renorming this summer established a new baseline. Reading achievement showed modest median gains from fall to winter, and the district noted grade‑level patterns consistent with increased English exposure as students advance. For elementary math, the district recently adopted Desmos and reported flat or mixed results commonly associated with a new curriculum adoption as teachers and students adjust.

Alyssa, the district director overseeing MTSS and attendance, defined chronic absenteeism as missing 10% or more of the school year (counting excused and unexcused absences and suspensions) and reported the district chronic absenteeism rate at about 17.6%. She said about 57.58% of students attend at least 95% of the time and that the district has seen an almost 11 percentage‑point increase in the share of students at 95% attendance compared with last year while chronic absenteeism below 90% decreased almost 5 percentage points.

Alyssa listed common absence reasons: illness (the largest category), vacations/out‑of‑town travel (second largest), and medical/dental appointments. She reported 1,147 students accounted for more than 4,000 school days missed for vacations. The district is encouraging families to call attendance offices and has expanded attendance‑secretary hours and funded four family liaisons to support outreach, casework and referrals. Staff also noted the option to refer persistent unexcused absences to the Northbrook Regional Office of Education truancy department.

Board members discussed causes — higher illness rates for younger learners and childcare challenges for preschool and kindergarten pick‑up — and asked about comparisons to other districts. Administrators said chronic absenteeism is a statewide problem and the district is collaborating with neighboring districts and attendance liaisons to identify effective practices. The board emphasized early‑grade attendance as a priority because intervening early is more likely to close achievement gaps.

No formal vote was required; the presentations closed with board comments and follow‑up actions to continue monitoring subgroups and school‑level interventions.