By: Diane Benjamin

Illinois must not care if it loses federal funding. The state pushes DEI in schools, and Unit 5 is happy to comply. I have a lot more information, thanks to a FOIA request.

Remember when teachers taught the basics and we were number one in the world for education? Looking at these documents, I don’t know why anyone would want to be a teacher today. Either they are there to indoctrinate, or they must tread carefully to avoid the minefields set by the administration.

More to come! Start here:

The Illinois State Board of Education issues a report card on every public school. The easiest way to find a school district is by city. Click on the District (below individual schools) instead of specific schools to see the whole picture.
👉 Illinois Report Card

That will lead you to options on the left side of the screen. One option is Equity Journey Continuum — that link takes you to the District Equity Narrative.

District 87 is blank. So are Tri-Valley, Heyworth, Leroy, and Olympia. I didn’t check others, but they all say “No data available.” You need to read the goals of Equity Education that ISBE put on that webpage.

Unit 5 is the only one I found with data:
👉 Unit 5 Report Card

This is the equivalent of “taking the box away from the tall kid” from the previous story. The video in that story is a training exercise for teachers, not something to show to students:
👉 District 87 Teaching DEI — Setting Kids Up for Failure

Advanced placement or gifted programs have to be marginalized to achieve “equity.” High-performing students have to “have their box taken away” so other kids get two boxes or a ramp.

Unit 5 hired Kristal Shelvin as the Director of DEI. Her title was later changed to Executive Director of Student Support — but her name is all over DEI documents, so the title change is meaningless.

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This is what she has cost Unit 5 taxpayers:

I have .

I have no idea who Malika Shelvin is, she’s doesn’t appear in a search of the Unit 5 website.

This is Unit 5’s statement under District Equity Narrative:

McLean County Unit 5 recognizes that “educating each student to achieve personal excellence” requires a commitment to diversity, equity, and inclusion. The district will work proactively to create a safe and welcoming environment for all regardless of identity including, but not limited to: race, ethnicity, sex, nationality, ability/differently-abled, immigration status, religion, sexual orientation, gender identity, gender expression, socioeconomic status, and language. This includes ensuring systemic and continuous development toward advancing equity within all policies and practices while removing institutional barriers that affect student learning and achievement. Unit 5 defines EQUITY as the unbiased treatment, access, opportunity, and advancement for all people, while at the same time striving to identify and eliminate barriers that have prevented the full participation of some groups. The principle of equity acknowledges that there are historically marginalized populations and that fairness regarding their unbalanced conditions is needed to assist in the provision of equitable opportunities and resources to all groups. Unit 5 defines INCLUSION as the act of creating environments in which any individual or group can be and feel welcomed, respected, supported, and valued as a fully participating member. An inclusive and welcoming climate embraces and celebrates differences and offers respect in words and actions for all people. In 2020, an equity audit identified some historically predictive gaps in outcomes. That is, some student groups have not had the access and opportunity necessary for their full advancement. Subsequently, an equity action plan was written to address systemic and individual inequities and promote more equitable practices. These equitable practices are centered around the district’s systems, teaching and learning resources, and professional learning for staff, including students’ voices in discussions about school climate and culture, collaborating with families and the community in decision-making. We fully expect that success within these five strands will result in positive movement along the Equity Journey Continuum. For more specific information about the EAP goals and objectives, please see our Diversity, Equity, and Inclusion page on our website.

Schools don’t deserve more money because education is not the goal. Creating DEI programs has been a huge waste of money. Don’t give them more.

Unit 5 has a 90% graduation rate — even though 23% of students are chronically absent.
👉 Unit 5 Report Card

The display below shows the growth of students relative to other students in the state with a similar scale score in the preceding school year.

https://www.illinoisreportcard.com/district.aspx?districtid=17064005026&source=trends&source2=growthiar

English Language Arts:

Math:

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Instead of wasting time “affirming” kids with ever-changing identities — teach!

That won’t happen in Illinois public schools, especially Unit 5, because state law requires Social Emotional Learning. Some schools push it more than others, but Unit 5 leads the way.

Much more to come.