One storm near Kankakee, Illinois, produced a large, destructive tornado Tuesday. It also produced what will likely go down as a record hailstone for the state. 

It looked like something out of a weather textbook. Let’s show you the moments we knew destruction was happening. 

The hail

We’ll start with the hail. 

I was getting ready for bed around 7 p.m. EDT Tuesday (since I’m up before 2 a.m.), and I checked my radar app. 

The image below is what I saw. 

A textbook supercell (rotating thunderstorm) was moving south of Chicago, but there was a unique feature that caught my attention. 

I’ve highlighted that in the image. It doesn’t look like much, but it’s a huge teller of large hail. It’s called a TBSS, or three body scatter spike. 

As the radar beam hits hailstones, it gets scattered three different times. That results in the appendage you see on radar extending off the storm.

Moments later, reports came in of hail that was baseball-sized and larger. One such report could break the state’s record for largest hailstone. 

The report suggested a hailstone of 6 inches in diameter.

According to NOAA’s National Centers for Environmental Information, this would break Illinois’ previous record for largest hailstone – and by a long shot.

The largest hailstone on record in the U.S. happened in South Dakota, and it was measured at 8 inches in diameter. 

Insane!

The tornado

While it takes time to assess the damage and come up with a rating, there was zero doubt that a tornado spawned from this storm too. 

It’s common during tornadoes for there to be hail on the northern flank of the storm. It’s called the “hail core,” and it is a result of rapidly rising air. 

In terms of the actual tornado, it became evident that one was active when looking at radar. 

A hook echo is commonly seen in supercell thunderstorms. It’s an indication of warm air flowing into the storm, while cold air flows down its rear flank. This is your rotational aspect of the storm that extends down to the surface.

The air spins rapidly and – eventually – it picks up debris. This can show up as a ball on the southern tip of the storm. 

Every bit of this storm was something out of a meteorology textbook – a marvel for those who admire the atmosphere, but a nightmare for those at ground level enduring its fury.

CHICAGO (WLS) — Suspected tornadoes have left extensive damage in Kankakee County in Illinois and into neighboring Indiana Tuesday.

The storms also produced hail ranging in size from two to four inches, the National Weather Service said. The NWS said the largest hailstone produced was six inches in diameter, which fell in Kankakee. The NWS said the hailstone may be a state record for Illinois.

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The NWS said a supercell that went from Pontiac, Illinois to Pontiac, Indiana spawned at least four tornadoes in Pontiac and south of Kankakee in Illinois and Lake Village an Wheatfield in Indiana.

The NWS is sending survey teams to the area Wednesday to investigate the damage.

Search crews worked late into the night looking for people who may have been left trapped by the storm damage as severe weather hit the Kankakee area.

The area in Aroma Park along Sandbar Road was one of the places hardest hit.

Dangerous weather ripped through the area leaving a path of destruction.

The powerful storms driving rain and gusting winds downed at least a half dozen power lines that were snapped in half by gusting winds.

One homeowner says the storm blew out windows and leveled a two-story barn.

A concrete silo was also destroyed.

The fire lieutenant says a man did have to be rescued from the basement of a home with heavy damage. But otherwise, I have not heard of any serious injuries from the storm.

The American Red Cross has set up a shelter at Kankakee Community College for those impacted by the storms.

There has also been major damage across the state line in Indiana. Most of the damage is in the town of Lake Village.

Video shows a number of homes and buildings destroyed.

The local fire department says a tornado had a wide path of destruction and continued for several miles.

So far, officials said there have been only a few minor injuries.

They said the tornado sirens went off with plenty of time to alert people in the area.

People impacted by the storm can go to North Newton High School for support.

People living in Kankakee described the hail as almost as large as their hands, pounding the pavement and causing extensive damage.

“As if I have a bulletproof car and somebody was, like, shooting a machine gun or something like that. That’s how hard it was hitting,” Jon Robicheaux said.

Some car windows were left shattered.

“It just kept tearing into my front windshield,” Robicheaux said. “The back went out first, and it kept hitting the front. And it constantly got damaged.”

He had to pull over to find shelter.

“And I was kind of scared a tornado would’ve came over me while I was parked because I couldn’t see anything,” Robicheaux said.

Some cars in the west suburbs were damaged, as well, after golf ball- to baseball-sized hail fell.

One large chunk of hail came down on Gabrielle Zinkel’s car as she was driving home to Homer Glen from work in Downers Grove, shattering her back windshield.

“It sounded exactly like bullets hitting your car. Like, I was like, did my windshield just get shot through? Like what just happened? Because I did not think. I was like, OK, I’m going to come through this with some dents. But I didn’t think that this thing would hit my windshield and crack it right open,” Zinkel said.

There was also heavy rain and hail in parts of the city.

The hail sent people scrambling around dusk.

ComEd said as of 5 a.m., about 27,000 customers were impacted by the storm, with power restored to all but about 4,000 customers. Those without power were mainly in Kankakee County.

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• The Exchange Visiting Teachers from Spain helps schools find qualified Spanish teachers.
• World language teaching positions are hard to fill in rural areas.

The sounds of Dallas Center-Grimes High School Spanish students singing “¿Por Que Te Vas?” by Jeanette with varying levels of gusto and prodding by teacher Antton Zuazu Hernández may seem like an unusual way to learn.

But the sing-along is how Zuazu Hernández, a native of Spain, helps engage his students and share his culture as part of a teacher-exchange program.

“I feel I’m a messenger in a way, and this is part of the program,” he said. “We’re expected to both bring our culture here and bring your culture back to Spain.”

Zuazu Hernández — who taught English in Spain — is among 26 bilingual teachers in Iowa as part of an exchange program between the Iowa Department of Education and Spain’s Ministry of Education and Culture.

“(The program) was created to address the shortage of qualified Spanish teachers in the state and helps expose students to different world cultures,” said Heather Doe, the department’s spokesperson. “… The Exchange Visiting Teachers from Spain program has been very successful in helping schools, especially in rural communities, hire highly qualified Spanish teachers.”

Iowa has nearly 1,200 world language teachers in kindergarten through college, according to the Iowa World Language Association website.

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Some foreign language teachers in Iowa moved to the U.S. and later obtained teaching credentials. Others were recruited to work in Iowa schools.

Iowa schools, including Waukee Community School District, even offer financial incentives as a recruitment tool for hard to fill positions.

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“Many of them, like me, will arrive with teaching experience from our home countries, but in the process of validating the credentials in the U.S. we find obstacles,” said Elizabeth Bulthuis, a Waukee High School world languages teacher who immigrated from Ecuador in 2003, “and the validating of credentials also can be lengthy and costly, because of all the educational systems and how they are structured differently.”

Exchange program is beneficial to schools, superintendent

The Spain exchange program — which brings hundreds of teachers to schools across the U.S. — comes with several requirements.

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The Spanish teachers must be certified in the language with at least two years of experience, Doe said. Additionally, candidates go through a vetting process at the federal, state and local levels. Teachers also attend a three-day state orientation.

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Schools and districts participating in the program pay an $895 fee to offset licensing and orientation costs, Doe said.

The program is a blessing for rural areas struggling to fill positions teaching foreign language, special education, math and science.

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“It’s very difficult to even get an applicant,” said Deron Stender, the superintendent at the rural Creston Community School District, “… When I say it’s difficult to even find (the candidates) they don’t exist. And if they do, they’re probably going to be in a larger metro, urban, suburban areas where there’s just more opportunities.”

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St. Anthony’s conducts bilingual class for its students

St. Anthony’s Catholic school brings Spanish speaking teachers to the U.S. to teach students the language.

Zuazu Hernández taught Spanish and drove a bus at Creston during the 2024-25 school year. But falling enrollment and budget cuts resulted in his position being eliminated.

A program drawback is teachers only have three-year visas, he said.

“When you have a very good individual that comes to your district from a foreign country after the third year, you still have that need again,” Stender said. “So, we just open it back up to the same program, but you’re doing another refresh of the process, and while that’s a challenge, it’s still better than not having a teacher in the classroom.”

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Not every world language teacher comes from Spain

Another issue schools have faced is filling teaching positions for immersion programs.

In the early 2000s, St. Anthony’s started a Spanish-immersion program after several families with children of Honduras and Guatemala descent wanted their kids to have a Catholic school education and maintain their connection to the Spanish language.

“A lot of teachers go to school to teach Spanish, but they go to school to teach it as a standalone Spanish class,” principal Jennifer Raes said. “… We were really searching for teachers that could come here and teach in any subject, just a regular teacher, but also has the skills of teaching in Spanish and English.”

Marisol Guerra, a Honduras native, came to the U.S. in 2010 to help start St. Anthony’s program. Guerra manage to come to the U.S. as part of that year’s Spain exchange program cohort.

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More than a decade later, the school offers classes in English and an immersive track where 85% of the students’ day is spent learning in Spanish. While families were hesitant in the beginning to take part in the immersion program, there is now a waitlist of almost a dozen families.

“There was uncertainty, (but) they wanted their children to learn a second language,” Guerra said, “and they wanted without knowing, I think, they also were exposing them to other cultures and opening their minds to other things.”

The over the years, St. Anthony’s has employed teachers who moved to America from Spain, Mexico and other Latin American countries.

The over representation of teachers from Spain likely is due to other countries not offering similar exchange programs, said Bulthuis, a member of the Iowa World Language Association.

It took several years for the veteran teacher — who came to Iowa in 2005 — to become credentialed to teach in the U.S. because she was not part of an exchange program.

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“I think that world language teachers can be difficult to recruit because the pool of candidates is relatively small, so teachers need a strong language proficiency, cultural knowledge and all the teaching certifications,” said Bulthuis, who left Ecuador in 2003 because of the country’s financial crisis, “(but) many people who speak another language also have opportunity in other careers.”

Bulthuis does not recommend loosening the criteria to teach in Iowa but suggests improving or streamlining the process for an international teacher to obtain a state teaching license.

“… Not every Spanish speaking country is going to have (an exchange) program like that in place to help their community,” Bulthuis said,

Cultural exchange

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Educators say employing international teachers goes beyond language skills.

“International educators can bring tremendous cultural and linguistic expertise to the classroom, which is an incredible skill and very valuable for students,” Bulthuis said.

That cultural exchange can carry over into a school’s lesson plans.

Zuazu Hernández often lets his American students’ interests drive what he teaches them about Spanish culture. These questions have ranged from wanting more insight into bullfighting, the Spanish school system, stereotypes and politics.

“Sometimes, they are more interested in me as a person, or the things I can tell them about Spain than the actual Spanish language,” he said, “but they have that curiosity that I think all teachers, we have to take advantage of.”

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While reading “¡Viva el toro!” by Lisa Ray Turner and Blaine Ray, a novel about bullfighting, Zuazu Hernández talked to students about his family’s love of the cultural spectacle and how it is losing popularity in Spain because of how the bulls are treated.

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Zuazu Hernández is open about his perspective on the practice to his students.

“To me, bullfighting is not worth sustaining just because it’s a tradition — traditions are not always good or acceptable — but rather because it’s an art, and it expands the depth of human understanding of the most intense truths in life, with death as the scariest of all,” he told the Des Moines Register in an email.

His students appreciate his candidness and the chance to learn from teachers with different lived experiences.

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“I like having different teachers because they have different experiences, and I think it adds to the overall class,” said Grace Heston, an 11th grader Dallas Center-Grimes High School. “When you’re learning about Spanish, you’re not just learning about a language, you’re learning about the culture associated with it.”

Samantha Hernandez covers education for the Register. Reach her at (515) 851-0982 or svhernandez@gannett.com.