Year 5 Strategic Plan Goals Mid-Year Outcome Report, January 2020

2015-2020 Strategic Plan: 6 Ambitious Ideas – Drivers

2019-2020 Annual Plan: Goal Areas

1. Financial/Facility2. Reaching All Learners

Differentiation Professional Learning System

Kindergarten STEAM 21st Century Experiential

Learning

Environmental Design

2

Goal 1. Financial/Facility: 2019-2020 Outcomes

1.1 Develop a 5-year financial plan to advance the Educational Master Facility Plan (EMFP).

Measure(s):

1.1A Board approved timeline and budget to address priority EMFP components (ex.

Health/Life Safety, lead mitigation). (October 2019)

AT MID-YEAR Goal Met. Three-Year Capital Plan Cost Spreadsheet School Board

presented at August 26, 2019, meeting.

1.1B Updated financial projections that include long-term impact and funding sources for

advancing the EMFP aligned with School Board finance policies. (December 2019)

AT MID-YEAR Goal Met.

5-year financial projections reflecting both a 60% and 40% fund balance at the end of

the fiscal year 2025, for School Board presentation (date)

Revised budget cycle timeline to include key analysis points related to staffing, cost per

pupil (target 3% growth), and programmatic enhancements.

1.1C Board approved redistricting plan to balance elementary school enrollments. (October

2019)

AT MID-YEAR Goal Met.

School Board approved Redistricting Plan including Resolution to Adopt Boundary

Changes between Crow Island and Greeley Elementary Schools at its October 22, 2019

meeting.

1.1D Board approved Intergovernmental Facility/Service Use Agreement with The Winnetka

Park District. (May 2020)

AT MID-YEAR began data collection, including analysis of facility usage in preparation of

January 29, 2020, meeting with Winnetka Park District.

3

Goal 2. Reaching All Learners: 2019-2020 Outcomes

2.1 Build a community-wide understanding and commitment to the value of Social Emotional

Learning (SEL) and its impact on students’ holistic success and well-being.

Measure(s)

2.1A Identify evidence-based SEL framework (core competencies, language etc.) for

implementation in all schools in fall 2020. (May 2020)

AT MID-YEAR On Schedule for May 2020. Framework will be a product of on-going SEL

committee work in collaboration with CASEL.

Timeline: Key Dates

• March 15, 2020 Draft of SEL Framework

• May 2020 Adoption of SEL Framework & 2020-2021 Implementation Plan

The Board is updated monthly on the SEL initiative as indicated below: August Summer Institute SEL Memo

October SEL Board Update

November SEL Board Presentation December SEL Memo

2.1B Establish School Improvement Plans with SEL goals for each school with customized goals and targets (October 2019)

AT MID-YEAR Goal met.

Year-end report will be provided at the June 2020 School Board meeting.

School Improvement Plans (presented October 2019) for each school are listed below:

Crow Island School

Greeley School

Hubbard Woods School

Skokie School

Washburne School

2.1C Create a Family/School Media Plan for K-2 classrooms as part of a research partnership

with the Erikson Institute. (March 2020)

AT MID-YEAR On Schedule for completion March 2020.

• Partnership with Erikson Institute to review best practices for media use and balance

at school and at home

June 28, 2019- Kickoff Meeting with Erikson Institute

October 3, 2019- WPI Tech and SEL

December 16, 2019- Erikson and TIS Planning

4

January 13, 2020 - Erikson and TIS Planning

February 7, 2020- Kindergarten Presentation w/Erikson Institute

• Schedule of Parent events hosted across the District and township

December 4, 2020- Hubbard Woods PTO Exec Board

January 13, 2020 - Skokie/Washburne Exec Board

January 14, 2020- Greeley PTO Exec Board

January 15, 2020- Hubbard Woods Parent Presentation

January 24, 2020- Skokie/Washburne Planning

February 25, 2020- Skokie Washburne Parent Presentation

2.1D Evidence of regular communication touchpoints with all District families and community

related to the SEL competencies by providing access to research, resources, and educational sessions. (March 2020)

AT MID-YEAR On schedule for completion March 2020

• Comprehensive list of touchpoints with parents, staff and community members is

here.

• Formed an active Parent SEL Advocacy Team

Outcomes include: SEL Parent Corner (January 2020 article); December 3, 2019, WPI

on SEL, participation in School Improvement Efforts

• District website updated to host SEL resources.

January 22, 2020- Website Build Out Draft completed

o Scheduled for late-February release

• Scheduled three New Trier Township Tech parent events related to Technology and

SEL

January 29, 2020- “Like” Screening at Wilmette Jr. High

February 12, 2020- B3 Presentation at Marie Murphy School (Avoca)

Spring Date TBD- New Trier High School

2.1E Satisfaction rates of staff in attendance at SEL professional development sessions

(Institute Days, Winnetka University, Early Release, etc.) provided by the District via exit survey. (Ongoing) ○ Goal = 85% satisfaction rate

AT MID-YEAR Hosted two Institute Days dedicated to professional development for

staff on Adult Social Emotional Learning and the CASEL Competencies.

• Friday, November 1: CASEL Competencies Self Management and Self Awareness: 129

Responses

96.9% indicated a 4 or 5 (1-5 likert scale) alignment of the day’s agenda with the

District’s SEL goal

• Friday, January 17: CASEL Competencies Social Awareness, Relationship Skills &

Responsible Decision Making

5

• Offered Winnetka University courses relating to Social Emotional Learning for adults, focusing on themes of mindfulness, physical and mental health, risk-taking,

connecting with others and active listening. End of year update to show statistical increase

2.1F Satisfaction rates of Parents in attendance at SEL Parent Education Sessions (WPI, School-

based meetings, etc.) provided by the District via exit survey. (Ongoing) ○ Goal = 85% satisfaction rate

AT MID-YEAR Hosted two Winnetka Parent Institute Events centered on Social

Emotional Learning:

• October 3, 2019: Teaching and Learning in a Connected World

100% of attendees surveyed indicated the event increased their understanding of

the topic

• December 3, 2019: Social Emotional Learning: An Introduction Focus on the CASEL

competencies of Self-Awareness and Self Management.

94% of attendees surveyed indicated the event increased their understanding of the

topic

• Scheduled two additional Winnetka Parent Institute Events centered on Social

Emotional Learning:

January 30, 2020: CASEL Competencies: Focus on Social Awareness & Relationship Skills

April 7, 2020: CASEL Competencies: Responsible Decision Making

6

2.2. Embed inquiry projects with real world applications integrating the learning standard of

taking informed action with respect to global citizenship and civic responsibility for grades

5-8. Measure(s)

2.2A Expand the number of model “exemplars” of highly effective inquiry projects in grades 5-8 Baseline=15 model “exemplars” (9 from 2018 and 6 from 2019)

Goal= 25 (10 new) model “exemplars”; include notation of SEL cultural competency in

reporting (May 2020)

AT MID YEAR On schedule for completion May 2020.

Projects are underway and being catalogued. Examples include:

Skokie School

Students at Skokie School engaged in a project-based inquiry at Skokie Lagoons and served as citizen scientists measuring water quality. As part of this project, students have had an opportunity to connect with outside experts and village officials to

address issues of water, energy and resource management.

Washburne School

Students in Team Electric (8th grade) are working on a project- based investigative reporting. Students will be developing stories, conducting research and interviews, and publishing in an online newspaper to showcase their final projects.

2.2B Document and catalogue student projects that take informed action and demonstrate civic responsibility and global citizenship (including Community Service Projects);

evidence of differentiation will be highlighted in reporting. (June 2020)

AT MID YEAR: Students have demonstrated agency and leadership in multiple projects

demonstrating civic responsibility and global citizenship. Providing a catalog of projects

on schedule for June completion date.

• Skokie School’s Inquiry Planning Team met on September 24th, October 22nd,

November 19th, January 10th, and January 21st to develop and grow ideas for

students projects and spring inquiry week.

Class and individual student projects for Skokie from the inquiry week will be shared

at the end of April.

Teaching, Learning, and Innovation Team collaborated with teachers on the roll out

of the 5th grade year long changemakers curriculum. Student projects to be

presented in spring.

ITL facilitators led a session for 6th grade teachers on different forms of government

to support the new Social Studies Unit.

7

Skokie Teachers participated in a workshop led by facilitators on utilizing reading

strategies for informational reading and inquiry.

• Washburne teams and CLTs have been developing inquiry projects aligned with goal.

Update in June 2020.

2.2C Meet student growth and achievement targets in District Improvement Plan including maintaining or increasing the number of students meeting MAP growth targets in all quartiles and in all grades (June 2020)

AT MID-YEAR Data derived from Spring 2020 Assessments. To be reported in June 2020.

2.2D Evidence of experiences for students to present to authentic audiences, in person, via blogging, video conference, or other means of communication. (February 2020)

AT MID-YEAR Evidence includes: Link to Evidence

Students authored books, illustrated science journals, created PSAs, wrote letters to

global classrooms, illustrated stories, participated in video conferences, published

virtual tours and created book trailers for parents, community members, and outside

experts.

2.2E Satisfaction rates of staff in attendance at Inquiry-based learning professional

development sessions (Institute Days, Winnetka University, Early Release, etc.) provided by the District via exit survey(Ongoing)

Goal = 85% satisfaction rate

AT MID-YEAR Satisfaction rates will be available in June 2020 report.

8

2.3 Expand and strengthen MTSS practices to effectively identify and serve all students who require intervention in writing

Measure(s)

2.3A Track the number of students served with writing intervention at Skokie School and

Carleton Washburne School (baseline year). (January & May 2020)

o Establish baselines at which students enter intervention

AT MID YEAR In progress.

• Skokie piloted a writing intervention toolbox to be used to establish baselines; did not

provide 1st semester interventions. Data will be collected on Semester 2

interventions.

• Washburne tracking students based on teacher referral

100% of students (6) entered in September and exited in December

3 students entered in December

o Establish intervention exit criteria and track the number of students who

successfully exit intervention.

AT MID YEAR In progress

• Redefining exit criteria based on response to intervention (writing intervention

toolbox)

• Wasbhurne exit criteria established based on trimester unless individualized

intervention goals require additional intervention.

• Met with Interventionists at Skokie and Washburne in fall to assess commonality of

building practices.

• Met with interventionists and facilitators at Skokie and Washburne to determine how

the current writing rubric identifies deficiencies in writing development

2.3B Evidence of a common data collection system between Skokie School and Carleton

Washburne School for measurement of progress in writing intervention. (March 2020)

AT MID YEAR In progress as part of implementing writing toolbox piloted in fall

2.3C Identify effective universal screeners and intervention programs for writing intervention

for students in grades 3-4 to be implemented in fall 2020. (April 2020)

AT MID YEAR Preliminary meetings held with interventionists and administrators to

discuss potential tools for implementation in fall 2020. A variety of tools are being

piloted at Crow Island School.

2.3D Satisfaction rates of staff in attendance at MTSS professional development sessions

(Institute Days, Winnetka University, Early Release, etc.)a provided by the District via exit

survey. (Ongoing) o Goal = 85% satisfaction rate

AT MID-YEAR Satisfaction rates will be available in June 2020 report.

9

2.4 Expand co-teaching and flexible service teaching models to enhance integrated service delivery and differentiation in all schools

Measure(s)

2.4A Increase access to integrated service delivery where at least 55% of all students on an IEP

will have more integrated service exposure. January and June, 2020

Baseline: 48% of students in 2018-2019 realized increased access to integrated services

over the course of the school year (inclusive of students who were dismissed from

special education); 15% of outplaced students will have increased access to general

education in 2019-2020 as they have returned to District or are successfully entering

kindergarten from an Early Childhood program (5/33 students)

AT MID YEAR

• Of the 54 students who have had annual reviews since the beginning of the school

year, 44% have realized increased access to integrated services, inclusive of students

who have been dismissed from special education.

• Currently, 17% of students outplaced have realized increased access to integrated

services by either fully returning to District this school year or by attending partial

days within District (grades K-8).

2.4B Increase the percentage of students who successfully meet their IEP goals and exit special

education (at least 5% increase in the number of students who exit special education).

June, 2020

Baseline (2018-2019): 10.1% increase in students exiting special education

AT MID YEAR

• Of the 54 students who have had annual reviews this school year, 6% have been

dismissed from special education.

2.4C Meet or exceed a 50% MAP growth target in reading and math for students with an IEP (by

cohort). February & June, 2020

Baseline:

Fall 2017 - Spring 2018 by IEP cohort:

4/6 cohorts met in reading

4/6 cohorts met in math

Fall 2018 - Spring 2019 by IEP cohort:

5/6 cohorts met in reading

4/6 cohorts met in math

AT MID YEAR MAP testing is ongoing and growth target data is not yet available.

2.5C Satisfaction rates of staff in attendance at Co-Teaching professional development sessions

(Institute Days, Winnetka University, Early Release, etc.) provided by the District via exit

survey. Goal = 85% satisfaction rate

AT MID-YEAR Satisfaction rates will be available in June 2020 report.

10

2.5 Upgrade and align district hiring and recruitment practices to ensure selection of the highest

quality candidates

Measure(s):

2.5A Survey to gather baseline data from newly hired staff to gauge how hiring experience and

orientation are consistent with actual experience in the first year of employment (December 2019)

AT MID-YEAR In progress

• Collected anonymous feedback from new hires at the close of Trimester 1, seeking feedback on areas in which they felt they were most supported and areas where they wish they had more information.

New teachers felt most informed (at point of hire) in the areas of:

benefits/insurance, the mentoring program and district culture New teacher felt least informed (at point of hire) in the areas of : School culture, Parent/Teacher Conferences and Winnetka University

When asked what the district could have done differently for new hires in the first months of employment, themes that arose were:

o Special Education Processes and Procedures

o Day-to-Day Operational Routines o Professional Learning Opportunities

Additional feedback will be requested at the close of Trimester 2 and 3 so that a

year’s worth of data can be used to assess the hiring and retention realities for our newest hires and how that can be used to improve hiring for the 2020/2021 school

year.

• Completed 30 and 60 day check-ins with new hires, seeking anecdotal feedback and answering questions, as well as provided an opportunity for new hires to connect and network with each other across buildings

New hires are eager to share insights about the district and perspective from

previous districts as a means of offering ideas/solutions Communication expectations from parents are higher than most everyone’s

previous experience and can be a challenging adjustment New hires feel incredibly supported and well-resourced Administrative and mentor support is high and well-received

2.5B 20% increase in additional quality applicants to candidate pools of posted positions (June

2020)

AT MID YEAR In progress.

• Utilized Indeed as a mainstream advertising resource to post positions and connect

with candidates interested in positions which are traditionally more difficult to fill (particularly mid-year hires)

11

• Connected with Deans and Student Teaching Coordinators at universities in Chicagoland area to encourage students and alumni to attend an Open House event in

February. This event will offer participants an opportunity to attend an interviewing workshop, learn about Progressive Education, connect with teachers in Winnetka and

complete an application.

2.5C Updated Hiring Protocols and Procedures for administrators (February 2020)

AT MID-YEAR in progress

• Published internal online resource for administrators to pull from when preparing for interviewing, checking references, observation, evaluation.

2.5D Retention rate of 80% amongst new hires (all employee groups) (ongoing)

AT MID-YEAR goal to be reported at year-end.

• Attended a recertification training for evaluation as an Administrative team, allowing for discussion and reflection around observation and instructional practice.