North Wayne Community Unit School District 200 Board of Education met Oct. 2.
Here is the minutes provided by the board:
The Committee of the Whole meeting of the Board of Education of Community Unit School District 200, DuPage County, Illinois, was called to order at the School Service Center, 130 W. Park Avenue, Wheaton, IL, by Board President Brad Paulsen, on Wednesday, October 2, 2019, at 7:00 PM.
ROLL CALL
Upon the roll being called, the following were present:
Board Members: Brad Paulsen
Chris Crabtree
Susan Booton
Ginna Ericksen
Dave Long
Absent: Rob Hanlon
Jim Mathieson
Also in Attendance: Dr. Jeff Schuler, Superintendent
Mr. Bill Farley
Dr. Charlie Kyle
Mrs. Erica Loiacono
Mr. Rodney Mack
Mrs. Melissa Murphy
Dr. Chris Silagi
PLEDGE OF ALLEGIANCE
Board Member Ginna Ericksen led the Board and community in the Pledge of Allegiance.
SUSPEND THE RULES AND ADJOURN TO WORKSHOP SETTING
MOTION
Member Ericksen moved, Member Booton seconded to suspend the rules and adjourn to a workshop setting. Upon a roll call vote being taken the vote was: AYE 5, NAY 0.
The motion carried 5-0.
Instruction
Educational Services Department Update
Mrs. Melissa Murphy, Assistant Superintendent for Educational Services, along with Director of EL, Lindsay Meeker, and Director of HS Curriculum, Ian Smith, shared an update on bilingual programming, dual language, foreign language, and components of the Vision 2022 work plan, which included information on the following:
District 200 English Learner (EL) Student Population
D200 Spanish Bilingual Sites
ISBE EL Programming Guidance
o Transitional Bilingual Education (TBE)
o Transitional Program of Instruction (EL)
Current Program Design
D200 Bilingual Programming MS/HS
ISBE New Rules and Regulations (April 2019 > June 2019 > Future)
CUSD Actions for New Rules and Regulations
o Consolidated District Plan
o Bilingual Service Plan
o Imagine Learning Espanol
o Spanish Language Arts Professional Development
o Complementary SEL Texts in Spanish
Dual Language Programming
o One-Way Immersion
o Two-Way Immersion
DuPage County School Districts Offering Two-Way Dual Language Programs
Research on Dual Language Programming
Elementary Foreign Language Programming
o FLEX vs. FLES
Dual Language (One-Way and Two-Way Immersion); Bilingual Spanish (Enhanced TBE); Foreign Language Elementary School
Exploratory Committee - Purpose and Research Considerations
Educational Services Dept. 2019-2020 Goals and Priorities
Research and Development – Writing and Message Production
o Speaking; Writing; Technology for Message Production; Digital Citizenship
o Bloomberg Research – Skills
Less Wanted, More Rare; More Wanted, Harder to Find; Less Wanted,
More Common; and More Wanted, Less Rare
o Planning for Writing Message Production
o End of the Year Goal
Social Studies Now: Inquiry Lesson Design
o End of the Year Goals
Transitional Math – Fast Facts – 2016
o Illinois vs. CUSD 200
o What This Means
o Postsecondary and Workforce Readiness Act (PWR)
Career Pathways
o What This Means for D200 Students
Additional information was provided on the following:
There are approximately 68 native languages being served in the D200 EL department.
Spanish is the only TBE in the District, with approximately 50% of EL students being Spanish speakers.
There are five Spanish bilingual sites in the District.
ISBE programming guidance fluctuates – TBE vs. EL in terms of instruction.
Culturally proactive learning experiences for all EL and bilingual programming students
The Seal of Biliteracy program at both HS.
The change in ISBE new rules and regulations from April to June 2019 and the expected modifications with regard to the bilingual/EL programming.
“Imagine Learning Espanol” was compared to “Dreambox” of the math world.
Both the one-way immersion and two-way immersion dual language programming models meet the ISBE guidance for bilingual programming.
The number of DuPage school districts that offer two-way dual language programs and specifics on the programming offered.
FLES model meets the ISBE guidance for elementary bilingual programming.
Future programming considerations include new Spanish language arts standards and a state Spanish assessment.
Writing and Message Production – recruiters looking for MBA candidates noted that communication skills in candidates were more wanted and harder to find.
Example of what inquiry lesson design for elementary social studies would look like in a fourth-grade classroom.
The 2016 Postsecondary and Workforce Readiness Act (PWR).
Transitional HS fourth-year math course will be offered to smooth transition to college and reduce remediation rates beginning with the 2020-2021 school year.
Definition of “career pathways” learning plan and career clusters.
There may be some overlap of the same courses showing in more than one career cluster.
There were additional comments and/or questions on the following:
The timeframe for the exploratory committee and makeup of the group.
Are there other languages besides Spanish that are close to the number requiring bilingual programming?
FT vs. PT bilingual students – the level of services provided.
The exit rate for EL students.
Explanation of the Heritage Spanish Program at MS and HS.
D200 vs. comparative districts – dual language programs; foreign language offerings.
The impact of student mobility in the buildings on possible dual language programming.
The long-term commitment (same class makeup from K-5 grades).
What does MS instruction look like in districts running a dual language program?
Cost of the program and the number of students impacted would be dependent on the
type of model/program being explored or offered.
This is not the first conversation regarding this topic.
Does the district have the bilingual population to support it?
Consideration - what instruction will not be taught/sacrificed as a result of the time spent on dual language programming?
Of those districts with dual language programming, how does it work with home school, boundaries, etc. if only a limited number of schools offer the program?
There were additional comments or discussion on the following:
Will the transitional math course be open to any senior? Will this be accepted at fouryear colleges?
The impact of career pathways on HS counselors.
Career pathways – connection to opportunities for internships, job shadowing, working with local businesses?
The difference in how manufacturing programs look now vs. in the past.
Ensuring classes/programming are available for specific pathways.
How the landscape of college has changed over the years.
Technology Center of DuPage (TCD) – ensuring there are opportunities for students to see what is being offered there.
Providing kids the opportunity for exploration vs. limiting or restricting student opportunities.
Portrait of a Graduate Developing a Portrait of a Graduate in District 200 will allow the school community to express their aspirations for all students. The Portrait of a Graduate places the student at the center of our work while prioritizing the most essential skills and qualities.
Dr. Chris Silagi, Dr. Charlie Kyle, and Mrs. Melissa Murphy presented information to the Board of Education on the development of the Portrait of a Graduate. The Board participated in a collaborative input process focused on the essential skills and qualities desired for graduates in District 200. Academic and workforce trends served as the context for the discussion, which included information on the following:
Graduation, What’s Next?
Purpose of our schools?
What are the qualities and skills our students should have when they graduate?
District 200: The EC-12 Experience
Context and Considerations:
o Academic achievement and Future-ready skills o Workforce trends
Pace of change
Information explosion
Repetitive vs. Non-routine tasks Service economy
Free-agent economy
Native regions of our 2019 EL students
What are the qualities and skills our students should have when they graduate?
o Thought exchange QR code
o Student support/Intervention services; School culture; Academic skills and knowledge; Co-curriculars/Service-learning; SEL
Staff added the following:
All District 200 schools will have been visited and provided feedback during full staff meetings. To date, the SLT has met with 17 of the 20 schools.
What are the skills and traits that we want for all students when they leave the District?
There is a responsibility to meet the needs of every student.
Change is the only constant.
Diverse groups outperform homogeneous groups.
The features of thought exchange – accessible, confidential and how it works.
The thought exchange for Portrait of a Graduate will be open through February 2020.
There were additional comments and/or questions on the following:
What stakeholder and community groups will receive this presentation with an opportunity to provide feedback?
Principals are able to use this tool with their parent groups.
This is open to anyone that has the QR code/link.
Do teacher groups receive this presentation?
The tie in with FIT and SEL - the world of education is different now than what most of those in the room had – how to push this message out to the community.
PUBLIC COMMENTS – Non-Agenda Items
Public comments are valuable and important to Board Members. We welcome the opportunity to listen to the concerns and issues that are important to our community. However, it is the Board’s policy not to directly discuss or take action on any items until the time has been taken to gather adequate information and objectively evaluate available options. Please understand that lack of action or response tonight does not imply any lack of interest in what is being said.
In addition, to preserve confidentiality, the Board and its President reserve the right to request that items relating to either personnel or students be provided to the Board privately or in writing for consideration in a future closed session.
The Board must protect the civility and decorum of the meeting. Please be respectful for the duties of the Board, our District Leadership Team, and the democratic process in your comments tonight:
Please use the microphone, state your name, and address your comments to the Board
Please limit your comments to 3 minutes. A Board member will be timing the comments and raise his/her arm as the time limit is approaching
Please be factual and courteous, and do not include statements that are personally disrespectful or condescending to members of the Board or staff
If you feel your matter needs to be discussed in more detail, please attend the Board’s next “Chance to Chat” on Oct 22, 2019, or present your comments in writing via email to the Board.
Speaker | Rachel Bautista |
Topic | Dual Language Program |
Speaker | Mary Yeboah |
Topic | Dual Language Program |
Speaker | Dixie Flood |
Topic | Dual Language |
Speaker | Jodie Brennock |
Topic | Dual Language |
Speaker | Albert Infanti |
Topic | Dual Language |
MOTION
There being no further business to come before the Board in Open Session, Member Crabtree moved, Member Booton seconded to adjourn the meeting. Upon a voice call being taken, all were in favor and the motion carried 5-0.
https://www.cusd200.org/site/handlers/filedownload.ashx?moduleinstanceid=22857&dataid=31320&FileName=Minutes%20Oct%202%202019%20COW.pdf