Board Priority Updates

February 2020

Priority 1 - Student Learning

Priority 2 - 5 year Strategic Plan

Priority 3 - Prioritize the district budget

Priority 4 - Prioritize a plan that reflects a 5 year plan for technology, building maintenance and school safety infrastructure enhancements

Student Learning

Priority 1: Student Learning Focus on district wide instructional multi-tiered systems of support to increase growth in academic success and social emotional learning.

Progress that has already occurred Progress planned for later this year

Meetings held with each principal and Ed Services director to determine needs and discuss data.

Identified Tier 1 as most pressing need.

Elementary - ReadingCommittee was formed.K-8 Framework for Instruction was created.

Junior High- Math Committee was formed.K-8 Framework for Instruction was created.

High School- Social/Emotional Learning Committee was formed.

Build plans for training, implementation and monitoring K-8 literacy and math frameworks.

Creation of walk-through tools and process for conducting walk-throughs.

Continued work on K-12 Social Emotional Learning Framework.

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Tier 1 - Where were we in August?

Reading Math Behavior/SEL

What is our instruction (product)?

How do we ensure quality control?

How do we know how effective our product is?

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Tier 1 - Where are we now?

Reading Math Behavior/SEL

What is our instruction (product)?

How do we ensure quality control?

How do we know how effective our product is?

Student Learning: Create a system and annual report format to analyze assessment data to determine effectiveness of instruction and interventions.

Progress that has already occurred Progress planned for later this year

New levels of proficiency were established within STAR, so STAR data can be used to more accurately predict performance on state tests.

Implementation of the FastBridge Screening and Progress Monitoring assessment is in progress.

Data review/analysis and decision making protocols are being developed by the special education department.

Analysis of data by gender has been done twice this year. Instructional strategies on how to improve were also shared.

Data reports will be created for all schools to use during school improvement planning.

Analysis of data by gender will continue.

A school improvement calendar and form template will be shared with principals on February 25.

Student Learning - Create a three year plan to establish K-8 Frameworks for Reading, Math and Social/Emotional Learning that establish best practices for instruction

Progress that has already occurred Progress planned for later this year

Elementary - ReadingCommittee expanded to include writing.K-8 Framework for Literacy Instruction was created.

Junior High- Math Committee was formed.K-8 Framework for Instruction was created.

High School- Social/Emotional Learning Committee was formed.

Share the frameworks with the BOE on March 16th.

Work toward completion of K-12 Social Emotional Learning Framework.

Math Framework DRAFTA

Teacher Student

Teacher Led

Learning Target/Essential Question I share learning target Students can state target

Precise Math Vocabulary I use accurate and precise terms Students use accurate/precise terms

Models, Manipulatives, and Multiple

Representations

I use models, manipulatives and multiple

representations

Students use models, manipulatives and multiple

representations

Builds From Current Levels of Student

Performance

I use assessment data to drive instruction Students reflect on their level of understanding

Posing Purposeful Questions I pose questions that draw out student thinking Students pose questions that help determine point of

confusion

Ensure Conceptual Understanding I teach conceptually before moving to procedural Students are active participants in building conceptual

understanding

Connect to Real World I connect concepts to real world Students connect concepts to real world

Use of Number Sense Routines I facilitate number sense routines daily Students apply number sense knowledge to concepts

Group Exploration

Collaborative Structures I facilitate discussion with structure to ensure all

participate

All students actively participate in discussion while using

proper terms.

Provide a Variety of Activities I use activities that provide success and challenge

for all

Students show perseverance and confidence at their varying

levels of understanding

Independent practice

Time for Practice I monitor and reteach skills as needed Students ask for help after identifying point of confusion

Fluency I provide opportunities for students to build fluency Students practice skills for fluency

Math Instruction Reflection Guide

Student Learning - Adhere to accountability of Every Student Succeeds (ESSA) student growth requirements

Progress that has already occurred Progress planned for later this year

Data corrections were made in state submissions which caused improvement in school designations.

Secondary building leaders participated in professional development on Every Student Succeeds Act categories/percentages, and have had discussions on the types of reports to run on a regular basis in order to confirm that data is consistent in our new Student Information System (SIS).

Early analysis of state submissions has been planned to ensure there is time for corrections.

Student Learning - Review standardized grading practices

Progress that has already occurred Progress planned for later this year

Aligned Grading Practices in ELA, Math, World Language, and AVID courses.

Reviewed grading data from prior years.

Discussed Freshmen on Track data SY 2019 and how grades contribute to this indicator.

Reviewed common elements and practices within departments and between the schools.

Held discussion with HS department chairs regarding elements that contribute to a grade.

Reviewed grading data from Semester 1 SY 2020.

Aligning Grading Practices in Biology, Biology Honors, Chemistry, Chemistry Honors, Modern World History, US History, Consumer Education, and Art Foundations.

Aligning Late Work and Revision/Retake Grading Practices in PE 9 Foundations, PE 10-1, PE 10-2, and Health.

Revisiting Revision/Retake Grading Practices in Algebra 2.

Review of grading data from Semester 2 SY 2020.

Review of Freshmen on Track data SY 2020.

Student Learning - Complete a comprehensive plan for special education, complying with legal requirements

Progress that has already occurred Progress planned for later this year

Special Education Comprehensive Program Review results, including strengths and areas of growth, were presented to the Board on October 7, 2019.

Work that has been completed under each critical component was summarized, and the Plan of Work for 2019-2020 was shared.

Develop recommendations for space for various programs.

Develop professional development plan for 2020-2023 to build capacity in administrators and teaching staff.

Present Special Education Comprehensive Plan to the BOE on April 6.

Student Learning - Broaden the range of internships, work experiences, certification programs and other career pathways

Progress that has already occurred Progress planned for later this year

Applied for 21 Career Pathway CTE Program of Study approvals through ISBE for Perkins V Reauthorization/VALEES.

Discussed College & Career Readiness indicator with HS Department Chairs and counselors, including the impact of internships, work experiences, and career pathways to this indicator.

Discussed current certifications offered through coursework (OSHA 10, ProStart, All-Data, & ServSafe Manager) and potential offerings.

Met with WCC to discuss expansion of offerings.

Proposed and received approval for Residential Construction.

Formalize process for obtaining documentation for College & Career Readiness indicator.

Finalize research and consider additional certificate opportunities.

Tour and obtain information related to career offerings at WASD 129.

Complete Program Data Review and Local Needs Assessment for Perkins V Reauthorization/VALEES.

Social Emotional - Continue becoming a Trauma-Informed District

Progress that has already occurred Progress planned for later this year

Over each of the past three years, ⅓ of our school teams have received training around Adverse Childhood Experiences (ACES). The final wave of training was completed this fall.

New staff participated in ACES training during the New Educator experience in October of 2019.

We will be offering Ignite sessions, centered on supports for students with ACEs.

Parent Educational Program in spring of 2020 will focus on partnering to provide resources and supports to address challenges faced by youth (e.g. mental health, substance use, social media, behaviors leading to discipline and/or law enforcement contact, etc.).

Ongoing implementation of procedures for harm to self and student behavior threat assessment, as well as the strategies to build safe, inclusive and positive communities and school climates.

Integration within SEL/Behavior framework.

Social Emotional - Promote Restorative Strategies K-12

Progress that has already occurred Progress planned for later this year

Trusted adult surveys were created for both high schools, 2,900 students participated.

Data drove intervention efforts and discussion for school climate.

Classroom circles are being implemented. 39 sessions reaching 576 students and 21 staff members were conducted during Semester 1.

Restorative Justice intervention efforts have reached 52 students through 141 interactions/sessions.

All five junior highs have completed deescalation training with staff.

Restorative Practices are included in each of the ESD Update newsletters.

There will be several sessions on this topic in IGNITE.

Restorative strategies will be incorporated into the Behavioral/SEL framework that is being created.

Teacher Feedback

From Matt Epperley-

One important norm/expectation in circles is equal voice (we define it together to mean that all voices in the room are equally important). There was tension as we completed a "round" and I called attention to the tension. A student shared his frustration with the teacher...I helped him reframe his statement to be more positive and in a manner that would be received by the teacher in a non-defensive way. The teacher was still somewhat defensive but was engaged and actively listening. We finished the circle process and the period ended. I stayed afterward to debrief and process with the teacher. The teacher expressed frustration with the class and in particular the student. Later on after more talking, the teacher stated, "I am realizing that the issue is me". I provided words of encouragement (as it is a challenging class) and offered support. Two weeks after the initial circle, the teacher pulled me aside to chat. The class dynamic has noticeably changed (for the better) and the teacher wants me to come in every 2 weeks to help with new classroom management strategies and foster positive classroom culture.

Professional Development - Strengthen the district’s Professional Learning Community by establishing common district-wide standards, assessments and differentiation practices (two year process)

Progress that has already occurred Progress planned for later this year

Differentiated Professional Development was offered at the start of the year to refresh the PLC process.

Feedback from principals and directors determined that work needs to be done to improve our teacher team learning process.

In December an idea was shared with principals that would help PLCs evolve in SD308.

A report will be given to the Board in the Friday Update on February 14th.

Principals and Directors will work on a roll out plan and continued training on this new form of structured team learning for start of 2020-21 school year.

Professional Development - Provide professional development with emphasis on amplifying student voice to support Diversity, Equity, and Inclusion

Progress that has already occurred Progress planned for later this year

Each principal is conducting sessions with students to get their input and perspective on Envision 308.

A large sharing and training opportunity is planned for March 4 where students will share the obstacles to equity they have experienced. Adults and students will then collaborate on plans for the future.

Training for new educators to our district included topics and instructional strategy training to promote the use of student voice to provide access for all learners. New educators spent 3-4 days of orientation and 8 hours of professional development during the first semester.

There will be multiple Ignite sessions on diversity, equity and inclusion. Two sessions will be facilitated by members of District’s DEI core team in partnership with Illinois State University.

The DEI team will develop specific action plans items for some components of Envision 308.

There are plans to offer an AVID session over the summer on culturally responsive instruction.

Professional Development - Create a three year plan for Professional Development that will improve instruction in Reading, Math, and Social Emotional Learning

Progress that has already occurred Progress planned for later this year

Frameworks for best instructional practices in literacy and math have been developed.

Math Professional Development started with Junior High on January 17th and has a second training on February 19th.

Timelines for initial training for elementary staff in literacy and math will be developed.

Ongoing training will be developed for Junior High Literacy and math.

A three year plan will be created once the time variables in the teaching contract have been determined (number of SIP days, faculty meetings, etc).

This plan will be shared with the BOE on May 11.