BLOOMINGTON - Four years ago, Bloomington District 87 schools made a commitment to tackle the achievement gap. Judging from a flurry of state awards and national recognition in recent months, those efforts are making a difference. | What's working in District 87? | Schools outside B-N make progress | By the numbers

District 87, along with Normal-based Unit 5 and State Farm Insurance Companies, created the Achievement Gap Task Force to raise the achievement level of low-income and minority compared students to the rest of the student population.

"The things we have been doing are paying off," said Teresa Hill, District 87's assistant superintendent of curriculum.

"There is still work to be done," added Cindy Helmers, the district's analysis coordinator.

The next big step is the launch of the Illini Database this fall that will put detailed information about each student at the fingertips of each teacher. Training has been offered so teachers will be ready to use the new tool, said District 87 Superintendent Bob Nielsen.

Already using the data to help individual students has been part of the district's recent success, he said, agreeing with educators throughout the area that, "Truly, schools can't do it by themselves," referring to the importance of parental and community involvement.

While the achievements in last year's standardized state testing are exciting, students across the area are back at it again: Last week and this week, they are taking the 2009 Illinois Standards Achievement Tests.

"It's kind of stressful," said Bloomington fifth-grader Mattie Helm, 11, who attends Irving Elementary School in Bloomington. But she is ready and expects to do well.

"It's just another piece," said Stacey Rogers, who teaches fifth graders.

Irving, along with Sheridan and Bent elementary school students, have been recognized as State Spotlight Schools by the Illinois Board of Education, for high academic achievement in low-income schools.

Between 74 and 88 percent of students at the three District 87 schools met or exceeded state standards on ISAT tests in 2008. At the same time, between 67 and 80 percent come from low-income families. That level of achievement goes against recognized norms.

While closing the achievement gap is a priority in the Twin Cities, the community remains committed to improving achievement for all students, said officials.

Last month, five Unit 5 schools received Academic Excellent Awards in recognition of at least 90 percent of their students meeting or exceeding goals in state tests over a three-year period ending in 2008.

At Irving over a three-year period ending in 2008, the percentage of students reaching their goals increased steadily by more than 8 percent.

The low-income school is diverse: 45 percent of its students are white; 37 percent are black, 10 percent are Hispanic; 7 percent are mixed race; and 1 percent are Asian.

Irving teacher Pam Hedger tells fourth and fifth graders: "You're the reason we're in the spotlight."

"All year we've been talking about it," said Hedger who teaches third and fourth graders. "If you expect them to do good, they do good," she said.

Hedger said smaller class sizes help students. Last year, some Irving classes had 29 students; this year she has 22.

Intervention teachers

Computer-assisted programs are another big part of the success at District 87 schools. An "intervention" teacher and team, using test score data and student information, make a specific diagnosis of where a child needs help. The intervention teacher designs a prescription that often includes a student working interactively with a computer program or with the teacher.

"Interventionists are the backbone of the school," said Debbie Amendariz, principal at Bent Elementary School.

While much of the work is based on student data, teamwork is essential. "All I've got is the numbers; the teachers know the students," she said.

"I'm learning how to read and to speak clearly," said Marshun Guice, 12, of Bloomington, while he worked at a computer in Bent's school library last week. "It does help," said the fifth grader who has been using the program since October.

"I can see how they've improved," agreed Emily Schimick, an Illinois Wesleyan University student and future teacher who is working with Guice and other students.

Nearby, in another Bent classroom, intervention teacher Julie Vesper and students read a book about icebergs. Recent grants have helped equip teachers and students with new techniques and equipment, she said.

"We're giving children the tools they need and helping them build confidence. It lets them know they have potential," Vesper said.

Parents see the difference, too.

Vikki Falls said her son, Seffon, now a Bloomington High School junior, got extra help he needed in third grade at Bent. It paid off. "He's doing a fantastic job. He's such an avid reader now, one of the best readers in his class," she said.

Test time

This time of year, local schools are especially focused on ISAT tests and scores that affect their No Child Left Behind Act-status.

Teaching is directed to the test: When a class does poorly in a certain area, teachers focus on helping students learn more about the subject the next year.

For example, Irving students had traditionally performed poorly on the measurements section in math. This year, students made paper "gallon guys and gals" to learn about measuring with pints and gallons in a fun way.

"The more hands on you can do, the better," Rogers said.

At Sheridan, retired teachers returning to coach kids has been a "powerful" addition to helping students perform better on tests - and in future years, said principal Jim Cooper.

"It makes a big difference," said Cooper.

Retiree Darlene Kuglich, who has volunteered at the school for the past four years after a 24-year teaching career, calls herself a "cheerleader" whose role is to help motivate students.

"You really got in our heads," the students told Kuglich, noting they remembered what she taught them while writing the test.

"It's great to come back where you are loved," she said.

Last week, she and longtime teacher and fellow retiree Dorothy Schoppe were in charge of activities to put students in a good frame of mind before and after the state testing.

"I look at the test as a celebration of what they learned," Cooper said of the festive mood among students who took tests last week.