Here is a quarterly update on progress made toward the District goals for 2009-10 and 2010-11.
DISTRICT GOALS FOR 2009-10
By June 30, 2010, the reading and mathematical skills of 77.5% or more of all students will meet expectations for the Illinois Learning Standards as measured by the Prairie State Achievement Examination (PSAE). This goal is derived from NCLB standards.
The most recent PSAE scores (2009) show 74% of all students in District 99 met or exceeded state standards in reading and 75.8% met expectations in mathematics. Both scores show improvement over 2008. As our junior students prepare to take the 2010 PSAE, our goal is that at least 77.5% will meet or exceed state standards in both reading and mathematics. Such has been a key District goal since 2007.
As a District we have approached this goal through two major strategies—the first was to improve teaching and learning for all students through the implementation of a Professional Learning Community (PLC) model. The PLC model allows/encourages teachers to improve and refine their teaching and learning practices through regular and planned interactions with District 99 colleagues. The PLC model requires collaborative professional relationships, knowledge of effective assessment practices and a focus on improving student learning in the moment rather than at end-of- the-school-year testing. To support the PLC process, the District mandated specific training for all certified staff in three key instruction-related competencies: Assessment Literacy, Cooperative Learning and CRISS.
Since December, the administration has conducted a qualitative study of the PLC process to determine how we should proceed with the next phase of implementation when teachers will be members of multiple PLC groups/learning teams. Based upon the outcome of that review, we know we will need to train new leaders and adjust our practices to enable the PLC groups to tackle new goals and challenges in the fall of 2010. Currently we are planning a June PLC workshop for current and new PLC leaders and administrators, again using consultants from Stevenson High School. Additional leadership training for group/team leaders will occur in the fall using in-District trainers. We remain committed to the PLC concept and its capacity to make our faculty more effective educators in focusing more intensely and more immediately on ways to increase student learning and success.
The second, parallel track of our improvement process is the implementation of support systems for individual students and groups of students who have not met expectations or are otherwise in danger of failure. Since 2007, we have instituted after-school tutoring (STRIVE Program), after-school busing to enable younger students who live far away from our campuses to find and receive academic support after school hours, and a PSAE prep program for selected students during their lunch resources period. At the beginning of the current school year, we reclassified grade levels, in part to identify students who required intervention but also to create a sense of urgency among students who lagged behind their graduating class. In addition, both high schools have invited parents of students who have fallen behind on graduation requirements to participate in regular evening meetings with the administration and key teacher leaders to learn more about supporting their student, school expectations and academic success. Finally, since the beginning of the 2009-2010 school year, our collective work has focused on several new initiatives for intervening when students are failing or struggling in classes: 1) implementation of the Read 180—a reading course focused on significantly improving struggling readers, 2) initial implementation of the federal Response to Intervention (RtI) initiative, 3) initiation of a new model for study halls where students can receive additional academic support, 4) and the first steps in developing a formal Positive Behavior Intervention System (PBIS) which is a required component of the RtI process.
During the 2009-2010 school year, the student attendance rate at each campus will be at the 95% level or higher as measured on the respective School Report Card.
Regular analysis of student absentee rates at each campus shows attendance at both schools are on track to be above the 95% attendance rate by year’s end. Improved student attendance is a result of multiple factors including changes in the District’s attendance policy, improved practices by attendance office staff and school nurses at both campuses to track and account for absences, the changes implemented to track absences in light of the H1N1 flu epidemic and outstanding support by parents and students.
By June 30, 2010, substantial preparations will have been completed to launch the development of a comprehensive multi-year Strategic Plan promptly upon the commencement of the 2010-2011 school year in July 2010. The Board of Education currently contemplates that this Strategic Plan will address the following topics, among others:
1. The development of a process to identify, implement, and measure the effectiveness of current and additional student interventions to assist all students in their mastery of the Illinois Learning Standards.
2. The development of a process to undertake appropriate “due diligence” associated with the adoption of a Master Site Plan, including development of a process to make tough choices arising from budgetary constraints and time constraints in a considered and transparent manner.
3. The development of a process to implement those community engagement and communications recommendations, as deemed appropriate by the Board of Education from the recently concluded Communications Audit.
4. The Strategic Plan will also include alternatives and contingencies to allow flexible adjustments to the Strategic plan itself to accommodate changing circumstances.
The goal to be achieved by June 30, 2010 is to have preparations in place that will allow a “running start” for the actual formation of a multi-year Strategic Plan beginning July 2010, with a subsequent goal of adopting a completed Strategic Plan no later than June 2011 or sooner if feasible.
The administration has made contacts with numerous school districts and seven different consultants in seeking a highly trained individual to lead the Strategic Planning process. The goal is to select a consultant by the end of the school year so the Strategic Planning work itself may commence in the summer of 2010.
In regard to the Master Site Plan, the administration and the District’s architectural/engineering planning firm, Wight and Company, are planning a series of meetings for constituent groups to review and seek input about the concepts Wight et al have already created as well as to obtain additional ideas. Those meetings will commence in the spring of 2010.
DISTRICT GOALS FOR 2010-2011
By June 30, 2011, the reading and mathematical skills of 85% or more of all students will meet expectations for the Illinois Learning Standards as measured by the Prairie State Achievement Examination (PSAE). This goal is derived from NCLB standards.
The following processes are planned for the beginning of the 2010-2011 school year: 1) conduct training and implement the expanded PLC format, in which all teachers will be members of two discrete PLC teams, 2) implement the Read 180 program for the lowest readers in regular and special education, 3) implement the new study hall format, providing additional support for struggling learners during study hall periods, 4) implement the initial phases of the RtI concept—focusing on using data to determine each student’s needs and directing interventions to specific students, 5) enter the initial phases of the PBIS planning/readiness process, 6) continue trainings in the key areas identified by the District, and 7) develop a vision of technology.
By June 30, 2011, a Strategic Plan will be prepared and adopted to establish the long-term goals for the District. The Board of Education currently contemplates that this strategic plan will address the following topics, among others:
1. The development of a process to identify, implement, and measure the effectiveness of current and additional student interventions to assist all students in their mastery of the Illinois Learning Standards.
2. The development of a process to undertake appropriate “due diligence” associated with the adoption of a Master Site Plan, including development of a process to make tough choices arising from budgetary constraints and time constraints in a considered and transparent manner.
3. Community engagement and communications recommendations.
4. The Strategic Plan will also include alternatives and contingencies to allow flexible adjustments to the Strategic Plan itself to accommodate changing circumstances.
The work in preparation for beginning the Strategic Planning process should enable the District to progress directly into the preliminary facets of the process in the summer of 2010.
By June 30, 2011, a new process shall have been substantially initiated for the appraisal of teaching performance in keeping with emerging research and best practice and in a manner that will recognize each teacher’s role and accountability in achieving District goals and improving student learning. It is understood that the completion of this goal will be attained over a 3-5 year period.
A committee was formed early in the 2009-2010 school year and has worked consistently on this goal. Reviewing and revising the District’s appraisal process is a multi-year process. Recent Illinois legislation on teacher evaluation requires a greater emphasis on measured student achievement. While student achievement is part of the District 99 Standards for Professional Practice Model and the “Danielson Model”, it is an explicit part of the teacher evaluation legislation. As a result, it is likely to be a more important feature of our teacher evaluation in the future. The concept of analyzing teaching practices in relation to student growth is consistent with the PLC model, however. The salient goal of the PLC process is to improve student outcomes with the current year’s students; to achieve that goal teachers must change and adjust their practices to create student growth, even if they believe their former practices were effective.
Final Notes: Since December, the Board and administration have been engaged in processes to identify items for budget reductions in light of the anticipated decline in state revenues. To date, District 99 has identified well over $1.5 million in reductions to the proposed budget for 2010-2011 with additional reductions forthcoming. We were able to implement these reductions without reducing any of the on-campus programs instituted since 2007 to support students. In fact, the District plans to add support programs and resources to address the needs of underachieving students (see above).