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Schools

School Board Reviews Magnet Programs, Talks Racial Equality

District Spanish and English dual language program was reviewed Monday night along with Oakton Elementary's African Centered Curriuculum program.

The Evanston/Skokie District 65 school board dove into racial and cultural discussion Monday night as two K-5 magnet programs, TWI (Two Way Immersion) Spanish language instruction and ACC (African Centered Curriculum), were reviewed.

“Whenever we talk about race, it’s a sensitive subject, but the leadership starts here,” said Board President Keith Terry. 

The board also moved forward on a recent proposal - urged on by Terry - to  consider working with with racial equity organization Pacific Educational Group (PEG). Evanston Township High School District 202 is currently using a program tailored by the organization.

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For both the TWI and ACC magnet programs, board reception of progress was positive.

“I’ve been on the board for six years now and I keep becoming more and more impressed with the TWI program,” said Board Member Jerome Summers of the now decade-old program that involves bilingual teachers and dual language learning to help native Spanish speakers achieve at higher levels while teaching cultural sensitivity  to native English speakers as well.

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Cited during the TWI presentation were data showing improved academic achievement, especially for native English speakers within the program, as well as a growing need within the community for Spanish language instruction.

“We’ve had a huge increase just in five years alone where we need to be able to provide services for all of these students,” said Bilingual Teacher Leader Yesenia Vazquez. Statistics showed that for District 65 as whole, the number of students who speak Spanish as their primary language at home has risen from 399 in 2006 to 585 in the current year.

District 65 uses a 90/10 language allocation model in its TWI program, which means that students are taught 90 percent of the time in Spanish and 10 percent of the time in English at the kindergarten level. Spanish instruction is tapered down until the ratio between the two is 50/50 at the fifth grade level, the premise being that native Spanish speakers need time to catch up to their English speaking peers in order to achieve at the same level.

“Research does show that it takes 5 to 7 years for a second language to be acquired, and what we notice is that if you keep your native language, whether it’s Spanish or French or any other language, the second ones will come in time,” said Monica Ornelas, a fourth grade TWI teacher at Oakton Elementary. “It does work and I really think dual language is the best language instruction for these kids.”

In District 65, there are currently 337 native English speakers and 359 native Spanish speakers in the program.

Presenting progress on the district’s ACC magnet program were Oakton Principal Churchill Daniels along with the program’s six teachers.

Data revealed that over the past three years students in the program have consistently received higher reading and math ISAT scores at the third grade level (the first year the state-wide test is given) than other black students within the district, with 84.6 percent having met or exceeded standards in the current year. Of the 100 students currently enrolled in the K-5 program, 83 percent are black and 91.4 percent are low income, as indicated by eligibility for reduced price or free lunch.

Teachers within the program stated a strong bond among their students that is fostered by strong reinforcement of their talents and cultural identity throughout the program, as well as positive role-modeling.

“In a sense I feel I have a calling, to be that example for a lot of our students who may not have the opportunity to have a strong male African American figure making a positive difference in society overall,” said ACC teacher Perry Hollins.

Closing out school board discussion were continued talks over holding "Courageous Conversations about Race and Diversity" and the possibility of bringing in equity organization Pacific Education Group to evaluate systemic racism in District 65 and formulate a plan for curbing the achievement gap between white and minority students. An initial estimate for one year of workshops, seminars, and conversations comprising "phase one" of the PEG program was $55,000.

“I don’t see a big sense of urgency to get going on this,” said Board Member Andrew Pigozzi, adding that the district would be better served if racial inequity was further evaluated before a decision is made. Board members Quattrocki, Bailey and Weaver agreed with Pigozzi's sentiment on not moving too briskly.

Citing a still substantial achievement gap between white and minority students in the district, Terry addressed the board: “I’m just trying to keep us going in this direction. If you don’t want to use PEG, fine, but I have a concern that we won’t go down this path at all if we wait.”

The board agreed to continue the discussion on PEG, and to attend a May 19 meeting hosted by PEG, at which board members will be able to gain further insight. 

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