WIlmette Public Schools District 39



							Strategic Update 2009


Strategic Update July 20, 2009 To: Members, Board of Education From: Raymond Lechner Ph.D. Subject: Long Range Plan Update With the completion of the 2009 CRC report, the District is now poised for the next Long Range Plan. The latest CRC research, on 21^st Century teaching and learning, will become the foundation for our work during the next five years. During the 2009-10 school year, a committee of teachers, parents and administrators will create the next strategic plan. However, before a new plan can be finalized, we must “close out” the old plan. The attached report provides a brief update on each initiative from the previous plan. From this report you will see that most of the projects have been successfully completed and are literally woven into the fabric of our school system. Others are not quite complete and will be finished during the next school year. Finally, some items were not completed and need to carry forward into the next plan. This review will be shared with the team writing the next strategic plan. Additionally, this plan update will be posted on the District 39 website. Identify, Leverage & Share Best Practices Charge Develop a means for identifying and sharing model lessons, exemplary projects and innovative teaching methods and materials among buildings. Desired Outcome Staff will be able to access curriculum maps in all curricular areas so that they can share lessons, projects, and activities to enhance collaboration and innovation. Deliverables to Date Training and use for all staff in curriculum mapping that allows staff to share best practices. Curriculum committees are designed to identify best practices based on current research – looking beyond what is currently being done in District 39. Both horizontal and vertical articulation have been done to ensure that the curriculum is well-developed, meets state standards, and allows for sharing of ideas and activities. A variety of technologies are currently being implemented to identify and share best practices. These technologies include such things as wikis, blogs, and moodles. Gender initiatives such as book studies, single sex homerooms, SIPs, and professional development opportunities have been provided to students and/or staff. Grade level and department meetings discuss and share best practice. Initiated new internal communications such as Curriculum Connection, Vine 39, etc. K-6 Collaboration Meetings. Established a practice of reviewing initiatives at administrative meetings, building, grade level and department meetings. Websites are used to share information. Status Completed and ongoing Conferencing and Progress Reporting Charge Develop a system to collect and share information teachers need in order to meet students’ instructional and social/emotional needs from the first day of school Desired Outcome To implement a consistent conference and progress report system for more effective parent/teacher/student communication and to include student participation in conferences to develop self-advocacy skills Deliverables to Date Formed a leadership committee that collaborated with recognized authorities to define and revise the District’s reporting philosophy and grading/conferencing practices Identified purposes of the various elements of the reporting system Established Meet and Greet Guidelines Created Intake Conference Forms Collaborated with WEA and Administration to provide continuous, differentiated staff development based on assessed needs for training Established distinctions between learning process, work product, and student progress to more accurately assess and convey student strengths and challenges Created a report card format for kindergarten that combined learning checkpoints and continuums Created consistent standards-aligned report card format for Grades 1 – 4 Created a modified traditional report card format, based on learning standards, for grades 5 – 8 Created mid-term progress report form for Highcrest Middle School Grades 5-6 Used clearly defined grading indicators on all report cards that describe the frequency with which process skills are demonstrated and the level to which product skills are mastered Create banks of comments as teacher tools for subject areas based on the learning goals found in our curriculum maps for each grade level Created teacher-conferencing tools Integrated new report card formats with available technology Provided teachers with training opportunities for implementing the new report card technology Created resources for parents and teachers to assist them with understanding new assessment philosophy and report card format Created links on District’s website where parents can access copies of report cards, FAQs about the report cards, and Parent Brochures; and on the Intranet where teachers can access resources such as Quickstart Guides, Student Intake Forms, Parent Brochures, and articles Offered frequent opportunities for staff and parent feedback Established a homework assistance program at Wilmette Junior High School Next Steps Report cards will receive technology updates and modifications based on teacher feedback over the summer of 2009 Summer writing project to create grade book templates that coordinate with new report cards for grades 1 – 4 and grades 5 - 8 Report card comment banks requiring specialization will be created by various fine/applied/related arts areas Highcrest Middle School has agreed to pilot the quarter system in order to be consistent with the rest of the district Conference and report card cycle for 2009 – 2010 school year will be implemented across all grade levels Parents, teachers, WEA, and Administrators will be surveyed to assess the level of satisfaction with the revised reporting system Highcrest Middle School and Wilmette Junior High School will come to consensus regarding whether to continue the practice of using +/- taking into consideration community sentiment and best practices Continued staff development (probably in the form of CEIs) will be offered in areas such as conferencing alternatives (student-led conferences, student-participation conferences, in-take conferences, exit conferences), student advocacy skills (goal setting, self-evaluating), and writing effective report card comments Status Nearing Completion Creative Environment Charge Define a creative learning environment and recommend ways to foster this environment and best practices throughout the district. Desired Outcome Teachers and PTOs will be mindful in promoting creativity across all subject areas/programming opportunities. Deliverables to Date SIP goals related to fostering creative classrooms School gardens have been a great resource for creative studies Revised hiring protocol to include a creative writing prompt Trained administrators to identify, support and foster the development and use of creative lessons Provided building based workshops led by Differentiation Support Teachers, that focused on implementing creatively led lessons Installed LCD’s, Smart Boards, document cameras, etc. to enhance creativity through technology A variety of enrichment programs provided across all buildings (Imagination Theater, Artist/Poet/Musician in residence program, etc.) Status Incorporated into 21^st Century Learning Objectives Curriculum Mapping Charge Create a curriculum map to identify a consistent set of concepts and content to eliminate redundancies in the curriculum and to use as a baseline for future revisions Desired Outcome Implement core curriculum revisions that include: A consistent set of concepts, skills, and content to be taught at each grade level to create a floor, not a ceiling, for learning Self-advocacy skills Connections with New Trier’s curriculum Integration of a broader range of world cultures across all schools – S.S. Emphasis on creativity, exploration, and critical-thinking skills Elimination of K-8 content redundancies and holes Deliverables to Date Agreement reached with WEA on schedule of curriculum mapping days and desired outcomes Principals and staff received training Mapping software purchased Curriculum master maps complete for all core subject areas and related arts K-8 articulation in all subject areas IV. Status The master maps are in place and will be reviewed and updated as we implement curriculum review committees. Elementary Foreign Language Charge Design and implement a K-4 foreign language program Desired Outcome To establish a communicative K-4 foreign language program as part of the elementary school day. Program goals include: Acquisition of functional proficiency in one or more languages Exposure to cultures different from a child’s own culture Promotion of continued language learning Acquisition of language-learning strategies, vocabulary and conversational skills Articulation of the program K-8 Deliverables to Date Board approved curriculum and program design All necessary staff has been employed Curriculum master maps complete for K-4 Spanish K-4 program fully functional Assessment tool identified, teachers trained and assessment administered to students K-5 (Student Oral Proficiency Assessment) Student assessments indicate significant achievement in areas of language-learning strategies, vocabulary and conversational skills Fifth grade Spanish curriculum revision is nearly completed Positive press coverage received K-8 articulation meetings in process Status K-4 Completed Next Steps Revise, rewrite and articulate curriculum 5-8 Articulate 5-8 curriculum with Spanish program at New Trier High School Identify an assessment tool to use at the junior high to aid with placement at New Trier High School Looping Charge Expand looping to leverage two years of teacher-student contact K-8 Desired Outcome To foster strong home-school partnerships by extending the relationship between teacher, student, and parents; and to reduce the summer learning gap Deliverables to Date Looping model (two-year duration) established in District 39 in 2005 Presented in-service training to staff, “The Looping Classroom,” in March 2005 to define looping; identify the academic, social/emotional, home-school relational, financial, and professional benefits; identify the challenges of looping; and provide resources for teachers considering a looping option Looping presenters visited faculty meetings in April 2005 to respond to staff questions Provided general parent information about looping at CRC, PTA meetings, and in newsletters Provided specific information about looping to parents whose children were in classrooms planned for a subsequent “loop” and opportunities to participate in “Q and A” sessions with experienced looping teachers and parents Looping classrooms have been promoted in all elementary buildings. To date, loops have occurred between grades K-1, 1-2, 2-3, and 3-4. Looping opportunities are highly dependent on yearly fluctuations in building demographics (such as the number of classroom sections at a grade level) and the willingness of staff members to switch teaching assignments Teachers at Highcrest Middle School do not find the looping model to be developmentally appropriate Although World Language Teachers and Related Arts Teachers at Wilmette Junior High School see their students for more than one year, they follow a departmentalized model Parents’ Surveys have yielded high satisfaction levels with the looping experience Status Completed – K-4 will continue to look at more opportunities; 5-8 Related Arts and World Languages do a form of looping and will continue Mentoring Charge Revise teacher mentoring system in District 39 to retain superior new teachers. Desired Outcome To establish a coordinated best practice teacher induction program that provides students with a high-level educational experience, encourages teacher retention, and enables students and teachers to reach their highest potential. Deliverables to Date Developed proposal for a best practice mentoring program Redesigned New Teacher Talks Orientation Program Established Academy 39 – New Teacher Induction Program Surveyed 2008 new teachers for baseline information Surveyed 2009 new teachers for feedback on Academy 39/Orientation Established Mentor/Mentee protocols for Fall 2009 Identified mentor training; trained pilot group of mentors Status Completed/Ongoing refinement and program assessment Increase Parent and Community Resources Charge Identify parents and other community members to give students an understanding and appreciation of cultures beyond Wilmette. Desired Outcome Through district wide programming students will have an increased awareness of worlds outside of their own. Deliverables to Date Provided “Holy Goat” ensemble groups for performances and instruction in African percussion, song and dance Provided a variety of science related education (Astronauts, IMSA on Wheels) Sponsored service-learning projects across all grade levels/schools to help teach students a new meaning of giving Expanded school specific projects (e.g. Heritage Day, partnerships with sister schools, disability awareness, Veteran’s Day, International Fair, International World Garden, Asian Heritage Month, Ancestor doll creation) Afforded cultural programming through PTO/PTAs (Nick Hockings-Native American study, Rives Collins-international story teller, SISAI-music from the Andes, Debbie Miller-Alaskan author, Ballet Folkloric-folk tales from around the world) Supported the Spanish program by providing enrichment (Flamenco Dancers and Musicians, parent assisted Mercado/Café) Status Completed Professional Development Impact Charge Assess the impact of professional development on changing teaching practices and improving student learning Desired Outcome New skills acquired will be consistently integrated into classroom practices that impact student learning Deliverables to Date Professional development for reading, math, writing, differentiated instruction, progress reporting, and curriculum mapping has been completed Evaluation surveys exceeded 95% satisfaction Professional development was tied to teacher professional goals and curriculum mapping WEA and the Administration identified and implemented incentives for teachers to develop and teach new CEI classes Performance Series implementation is complete and results were shared with parents Performance Series data is being used to monitor math and reading progress As a result of professional development, principals, through classroom observations, are seeing teachers implement major district initiatives in classrooms on a regular basis. They are able to observe such things as differentiated instruction, gender activities, and technology embedded in core curriculum Status Completed, ongoing, and integrated into the fabric of District 39 Creating a Respectful Learning Community Charge Determine ways to establish and promote a more respectful learning community. Desired Outcome Implement programs and practices that promote respect from student to student, teacher to teacher, teacher to student, and student to teacher Deliverables to Date Inclusion of respectful learning community in school improvement plans include such things as: One Book, One Central Peaceful Playground Disability Awareness Rough Spot Training at all elementary buildings Presentations on respectful learning environments to staff Staff book clubs Second Step Program at McKenzie Character Program K-8 Recess Protocol for rules and behavior at K-4 buildings Social workers at lunch to help students with relationship issues Student Accountability System Homework Assistance Program Student surveys were administered by all buildings. The results were used in SIPs at WJHS. A host of activities occur through school enrichment activities such as: 1^st Class Theatre, Imagination Theatre, Ease the Tease, Miss IL – 5 Pillars of Success. Expectation Assembly 5-8 Student of the Month Becoming Butterflies for Kdg. IV. Status On-going, most recent survey results are on the next page. Survey Results – Respectful Learning Environment Overall Results and Conclusions: Survey Response Rate: The 2009 survey had limited participation. Parents were asked to consider one child while responding to questions about transitions and respectful learning environments. Parent response totals are as follows: Central Elementary School: 69 Harper Elementary School: 1 McKenzie Elementary School: 25 Romona Elementary School: 26 Highcrest Middle School: 20 Wilmette Junior High School: 14 The teacher response rate was high at five of the six schools. Conclusions: Parents – Overall, the results of the parent survey are very encouraging. Parents were asked to respond to items that sought their perspective on how their children view school. Some highlights of the survey include 91% and 92% of parents responding that they feel teachers respect their child and that their child respects his/her teachers. Our students put a great academic effort, as is reflected in 81% of parents responding positively that his/her child tries hard to get the best grades that he/she can. 85% of parents feel that their child enjoys his/her classes and 75% responded that their child is recognized for improvement and effort in school. We do, however, have room for improvement. In analyzing the data there are two main areas that require attention. Only 70% of parents responded that their child’s teacher takes a personal interest in him/her. Likewise, only 71% of parents feel that our children are given adequate opportunities to learn about cultures and communities different than his/her own. Other notable results include when being asked about bullying and teasing at school 61% of respondents reported “never or hardly ever” and 38% of respondents selected “sometimes.” Teachers – Teachers in District 39 are very satisfied teaching in D39, with 94% responding positively that they enjoy their job and feel challenged, in good ways. 96% and 90% of teachers respectfully feel respected by students and parents. Over 97% of teachers reported that they take a personal interest in their students and that they go out of their way to help students that need support. Finally, 85% of teachers reported that they feel comfortable going to their principal or other administrator to ask for assistance. Areas for growth include recognition of teachers for outstanding teachings (54%) and addressing the issue of parents supporting teachers’ homework practices (61%). Comparisons from Previous Years: Several items attempted to replicate survey items from previous years. Survey Item: My child enjoys school. 2003 Elementary – 97% Middle – 83% WJHS – 88% 2006 Elementary – 95% Middle – 92% WJHS – 94% 2009 Elementary – 92% most of the time or always Middle – 80% most of the time or always WJHS – 71% most of the time or always Survey Item: Bullying and teasing are a problem in our school 2003 Elementary – 28% Middle – 32% WJHS – 41% 2006 Elementary – 24% Middle – 33% WJHS – 34% 2009 (For this year’s survey, parents were asked to report if their child has been bullied or teased at school) Survey Item: My child has been teased or bullied at school. Elementary – 66% never or hardly ever Middle – 26% never or hardly ever WJHS – 70% never or hardly ever Survey Item: My child’s teachers know him or her well – 83% (wjhs) 2009 Survey Item: My child’s teacher(s) take a personal interest in him or her Elementary: 74% most of the time or always Middle – 65% most of the time or always WJHS – 50% most of the time or always Survey Item: My child’s school has a respectful, safe environment 2006 Elementary - 95 Middle - 94 WJHS – 95 2009: A number of survey items were used to examine the respectful, safe environment in 2009 Survey Item: My child’s teachers respect him/her Elementary – 95% most of the time or always Middle – 85% most of the time or always WJHS – 71% most of the time or always Survey Item: My child respects his/her teachers Elementary – 95% most of the time or always Middle – 90% most of the time or always WJHS – 70% most of the time or always Survey Item: My child’s teachers go out of their way to help him/her Elementary – 76% most of the time or always Middle – 57% most of the time or always WJHS – 64% most of the time or always Survey Item: If my child wants to talk about something, teachers will find time for him/her Elementary – 79% most of the time or always Middle – 85% most of the time or always WJHS – 57% most of the time or always School Hours Charge Complete a study to determine school starting times. Develop a school bell schedule that best that meets developmental needs of students. Desired Outcome Students will be supported by a school bell schedule that is better suited for them as they develop both physically and emotionally. Deliverables to Date An assessment of the current transportation program was conducted Considerations were given to run an efficient transportation program while meeting the developmental needs of students Adding time to the elementary day Middle school starting before junior high school Start the school day no earlier than 8:00 A.M. End the school day no later than 3:40 P.M. Music program to begin 45 minutes before the school day Athletic program to begin at 4:00 P.M. Proposed bus schedules were developed and reviewed Status Share proposed K-8 schedules and elicit feedback from staff and constituency groups. Service Projects Charge Design grade level service projects. Desired Outcome Design and implement service projects at each grade level focusing on cultures not dominant in the local community. Deliverables to Date Central, Harper, McKenzie, Romona, and Highcrest – These schools all do a Kindness Connection day or events throughout the year. WJHS – Service projects are done through homeroom or student council. There is a yearly canned food drive. Other examples of past selected projects include cell phone collections, Relay for Life, and Clean the Park Day. All schools – All schools participate in the Rotary book drive each year. K-8 have Sister Schools. Student Councils do service projects. There are a host of enrichment activities by Student Council and PTO/As Make a Difference Day Support the Troops Status Completed, ongoing, and integrated into the fabric of our district Student Transition Charge Develop a system to collect and share information teachers need in order to meet students’ instructional and social/emotional needs from the first day of school. Desired Outcome Students and parents will feel a greater comfort level at the start of each school year, and teachers will feel ready to hit the ground running the first day. Deliverables to Date Moved an institute day to the beginning of the school year for transition activities All buildings offer Meet & Greet opportunities Current and former teachers meet to discuss students with special needs Provide parents with new teacher bios at the start of each school year Provide an annual transition form for each student to each teacher (or home room teacher) at the start of school Some teachers held intake conferences or conducted phone conversations to learn more about students Looping classes were piloted at all elementary schools Survey results indicated: Parents and teachers felt that the new implementations helped social/emotional transition Parents are more pleased with the transition activities; teachers don’t find these activities as helpful as parents do. However, all agree that a “form” is helpful There is a high level of satisfaction with the way our district handles transition Status Completed, ongoing, and integrated into the fabric of our district. Most recent survey results are on the next pages. Survey Results – Transitions Overall Results and Conclusions: Limitations: The 2009 survey had limited participation. Parents were asked to consider one child while responding to questions about transitions and respectful learning environments. Parent response totals are as follows: Central Elementary School: 69 Harper Elementary School: 1 McKenzie Elementary School: 25 Romona Elementary School: 26 Highcrest Middle School: 20 Wilmette Junior High School: 14 The teacher response rate was high at five of the six schools. Conclusions: More than half of parents surveyed believe that the Meet and Greet is successful at accomplishing the following things: Helping students make a personal connection with the teacher Easing the transition into school for children Providing an opportunity to drop off supplies Easing parental transition concerns Establishing connections among families Helping children reconnect with friends Helping students gain familiarity with the school building From the teacher perspective, the Meet and Greet is not as beneficial as it is for parents and families, but more than half of teachers survey still believe that it accomplishes the following things: Easing the transition into school for children Helping students reconnect and socialize with friends. Providing an opportunity for students to gain familiarity with the school building Easing parent and student stress regarding the transition From the parent perspective, more than half surveyed believe that the intake/transition form is successful at accomplishing the following things: Communicating a child’s academic needs to the teacher(s) Communicating a child’s social-emotional needs to the teacher(s) Communicating a family’s communication preferences From the teacher perspective, more than half of those surveyed believe that the intake/transition form is successful at accomplishing the following things: Understanding and addressing the social/emotional needs of students Understanding parent communication needs and expectations Understanding special family situations Opening up the lines of communication Most teachers believe that it does not take a great deal of effort to gather the transition/intake forms from parents In planning for the individualized needs from students, more than half of teachers surveyed believe the following activities are beneficial Student transition meetings Opportunities to collaborte with colleagues prior to the first day of school Opportunities to collaborate with specials/related arts/special education teachers Special education transition meetings Information received about students with IEPs Teachers would benefit from more information about students with 504 plans Few teachers believe they receive quality information about gifted students prior to the start of the school year The time provided for current and former teachers to confer about students with special needs is not adequate 78% of parents feel as though they have adequate opportunities to help the teachers understand the needs of my child from my perspective early in the school year. 77% of parents agree that within the first month of school, the child’s new teacher has a good understanding of his/her academic capabilities 80% of parents agree that within the first month of school, the child’s new teacher has a good understanding of his/her unique personality 84% of parents agree that the child’s teacher(s) know him or her well
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