SE Illinois News

Hubble Middle School Community Unit School District 200 Board of Education Committee of the Whole met Oct. 28.

Here is the minutes provided by the committee:

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 Hubble Middle School, 3S600 Herrick Rd Warrenville, IL, by Board President Brad Paulsen at 7:00 PM.

ROLL CALL

Upon the roll being called, the following were present:

Board Members: 

Mr. Brad Paulsen

Mr. Rob Hanlon

Mrs. Susan Booton

Mr. Dave Long

Mr. Jim Mathieson

Absent: Mrs. Chris Crabtree

Mrs. Ginna Ericksen

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 President Paulsen led the Board and community in the Pledge of Allegiance.

SUSPEND THE RULES AND ADJOURN TO WORKSHOP SETTING

MOTION

Member Hanlon 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

District 200 Equity Work Plan Update

District 200 has developed a work plan focused on equity that encompasses actions in professional learning, restorative practices, curriculum and programming, social-emotional learning, hiring practices, and family and community engagement. The work is aligned with the District Mission Statement to inspire, educate, challenge, and support all students to reach their highest level of learning and personal development.

Dr. Schuler noted that the Board prioritized this as a key work plan, and formed a new committee (Equity/Proactive Practices) to oversee the work. The committee held its’ first meeting a few weeks ago and brought an update to the full board to see the work that is being done.

Dr. Silagi, Dr. Kyle, and Mrs. Murphy introduced the update on current and future actions being taken in District 200 related to our Equity/Proactive Practices, which included the following information:

 CUSD 200 Equity Plan Recent Work and Updates

 Equity Task Force

 Response Protocol to Issues of Hate and Racism

 Behavioral Interventionists - Grades 6-12

 Hiring

 Emotional Wellness Coordinators – WWSHS, WNHS

 Emotional Wellness Team

 Implicit Bias Training – Dr. Tyrone Howard

 Curriculum and Programming Work Plan

o Spanish Language Arts

 Spanish Language Arts - Student Goals

 Spanish Language Arts – 2020-2021 Work Plan

o Expand the Collection of Diverse Texts

o E-Learning and Equity

 Virtual Academy

 Elementary Preparation

o 1:1 Technology and Hotspots/Internet Access

Information was added on the following:

 The Equity Task Force - made up of educators and community members; “Suddenly Diverse: How School Districts Manage Race & Inequality” by Erica O. Turner has guided the discussion to date and has been led by Dr. Marcus Croom; some key themes have been noted and the group is identifying some key areas for the task force to focus on.

 What do we need to know and understand about the topic of equity for our students, our staff, the leadership teams, and our community?

 How individuals were selected to be a part of the task force – sought those with passion and expertise.

 Creating a culture that everyone can be a part of; opportunities for all students; building a bridge between the community and the schools; extends from the top down through every layer of the schools.

 Recent graduates of the district that are on the Equity Task Force shared feedback very directly and honestly with members of the task force on some experiences they have had both in our schools and in our communities.

 Response Protocol to acts of hate and racism – began development in July; how this was developed and who was involved (it was noted that several in-person and virtual student meetings were conducted, grades 5-HS level; they advised as to what should be included in the protocol); how this will be used going forward.

 Behavior Interventionists (MS) and Behavior Specialists (HS) – added positions, role, focus.

 Hiring more diverse candidates for all levels and positions.

 Feedback from students – want to be able to tell a trusted adult or report acts of hate and/or racism anonymously.

 The goal regarding discipline is to avoid recidivism and want to be able to help students learn from the path they chose. With “alternative to suspension”, a student is not simply out of school without any type of restorative work or educational work that will focus on their need to process and understand “how am I going to change that course of action next time?”

 SB100 has lowered the number of suspensions.

 Dr. Silagi introduced Traci Burnham (Social Work Department Chair), Kelly Langworthy (Emotional Wellness Coordinator – WWSHS), and Mario Fernandez (Emotional Wellness Coordinator – WNHS) to discuss the role of the Emotional Wellness Coordinators.

 A priority is to coordinate the reentry for students that have been hospitalized. This is a process.

 Creating a relaxing space at the high schools so that students reentering school after hospitalization can feel more comfortable and they can work on de-escalation skills, as well as catching up on academics in this space.

 Working with family members of our most vulnerable students is a priority. The emotional wellness coordinator works directly with the parents/families – making it easier for them to work with one designated staff member vs. several staff members at the school. Also provides relief for the psychologist and social worker staff members, and identifies one point of contact in a building for teachers to work with.

 The District has seen an increase in student hospitalizations at both HS as compared to this point last year, and a significant percentage of these are minority/BIPOC students.

 “Signs of Suicide” program/training – implementation timeline has been pushed out due to the delayed start of the school year.

 Focused on the well-being of staff, as well as students.

 Risk of harm to self and risk of harm to others.

 The connection between emotional wellness and the equity piece.

 Interventions need to look slightly different now – include home visits. The team process at HS focused on how to best connect with students.

 Identification of where there are actual opportunity gaps for students and their ability to access education and opportunities in our buildings.

 Implicit Bias Training with Dr. Howard – previously scheduled in March; now scheduled for November 13; “train the trainer” model.

 Expand Diverse Texts Collection – “mirror and window” (students should be able to see themselves represented in literature they read and develop empathy for students who are different than they are).

 Technology and hotspots – Chromebooks have been distributed to all students grades Kindergarten and those students/families that requested internet access have received hotspots or were provided a Comcast Internet Essentials Voucher for home access (this includes students at all levels as well as Virtual Academy students).

There were questions, comments, and/or discussion on the following:

 Reporting acts of hate/racism – feedback from last year on not reporting things because nothing ever happens; accountability; reviewing data; periodic Board review.

 The number of referrals – tracking data? Taking steps to lower the number of referrals?

 Hate and racism – independent terms?

 Alternatives to suspension – what is the filter that is used? Changing the discipline from suspension to restorative practices.

 How much are COVID and the pandemic contributing to the number of hospitalizations?

 How to identify students in virtual learning that need assistance?

 The importance of actively reaching out to students with the message that if they are struggling, reach out to a trusted adult – connectedness piece.

 Are there components of the equity work that are going to impact policy decisions or handbook changes?

 Hiring practices as this relates to equity– should that be tracked on the dashboard?

 District belief statements – at some point review these to ensure they reflect some of the equity work taking place in the District.

Instruction

Student Learning Feature: Vision 2022 Data Dashboard and Priorities

In 2018, the Board of Education adopted the Vision 2022 strategic plan and dashboard to communicate the progress of identified goals for the community. The dashboard contains four commitment areas - Student Learning, Learning Support Systems, Community and Parent Engagement, and Financial and Facilities Management. For the Student Learning section, seven items are measured and reported yearly on the dashboard. This year, due to COVID-19, only four items can be updated on the dashboard. Additionally, the Educational Services Department develops a yearly work plan based on the Vision 2022 strategic plan and the components' progress on the dashboard.

Mrs. Melissa Murphy, Assistant Superintendent of Educational Services, provided an update on the three items that can be updated on the dashboard for the Student Learning section and the goals and priorities of the Educational Services Department for the 2020-2021 school year, which included the following information:

 Guiding Questions

 Which components of the Vision 2022 Student Learning Dashboard Metrics are we able to update and what are the results?

o Updated Vision 2022 Student Learning Dashboard Metrics

 Percent of Freshman on Track to Graduate

 State metric description

 Monitoring student achievement and supporting students at HS

 Graduation Rate

 Percent of Graduates with a “C” or Higher in at Least One AP or Dual Credit Class

 Advanced Placement (AP) and Dual Credit Courses

o AP- number of courses; recruiting efforts and summer bridge programming

o Dual Credit – definition; current courses offered

o Next Steps

 How are we diagnosing and addressing learning gaps as a result of COVID-19?

o Diagnosing Learning Gaps: Reading

 Mean Score; Median Score; Variance in Average by Grade (non-cohort)

o Diagnosing Learning Gaps: Math

 K-5: Two-Pronged Assessment Approach

 Middle School: District Assessments; PLC Process

o Addressing Learning Gaps: Secondary Data

 Secondary Attendance Data and Current Grades in Progress

 Response

o Addressing Learning Gaps

 Summer Learning

 Professional Learning and Feedback Loops

 Curriculum and Resources

 Interventions and Additional Supports

 What are the priorities for the Educational Services Department this school year and which items are on hold?

o Determining Priorities

o Priorities Related to Vision 2022

 Expand opportunities for students to have a choice, challenge, and success in their learning, through differentiation and personalization

 Evaluate future communication trends and develop curriculum around writing, speaking, digital citizenship, and the use of technology for message production

 Design curriculum and learning experiences that ensure high math skills

 Provide more ways to apply learning to the context of the real world, including internships, service projects, and solving authentic problems

 Provide experiences and instruction to develop students’ appreciation of cultures and diversity

o Adjustments to our Pre-COVID Work Plan

 Foundational Skills

 Middle School Math Pilot

 Career Pathways Comprehensive Work

 Elementary Social Studies Inquiry-Based Instruction

Information was added on the following:

 Standardized tests were not done last Spring, therefore some of the dashboard metrics cannot be updated.

 Attendance data was also not available for the Spring.

 Freshman on track to graduate: There are multiple systems in place at the HS level to monitor student achievement and support students. A lot of collaboration and coordination between the MS and HS teams has taken place concerning course placement.

 Graduation rate: it was noted that the D200 Transition students stay with the District and count as students that do not graduate at age 18. It also accounts for students that move- in: English Learner (EL) students that come to us without schooling and any students that move-in with insufficient credits. These students may not graduate by the age of 18 and may stay on longer in our schools.

 Graduates with a “C” or higher in at least one AP or Dual Credit Class: an area we can expand is dual credit courses. The need to provide opportunities for dual credit expansion; attract a different kind of student with dual credit opportunities in the field of education.

 Diagnosing learning gaps in reading and math – steps that have been taken.

 Addressing learning gaps at secondary level: while the current attendance at the secondary level is only slightly lower than last year, there is an increased number of D’s and F’s. The increase in the number of struggling grades does not necessarily match the increase in the number of students who are achieving those grades. Teams are diving into this data, are looking at the root/cause, and working to address this concern.

 Addressing the learning gaps began in the Spring and continued throughout summer learning.

 The Cohort of Special Education teachers working on the Wilson Reading Certification Level 1 Practicum.

 The HS and MS Student Advisory that was developed and began this year

 Determining the goals/priorities for the Educational Services Department which have been modified due to the instructional shifts and the time/attention needed to support the current learning environment.

 Focus on the continuous improvement for our current systems – MS hybrid model and VA including systems to support quarantined students, increase the rigor of asynchronous workdays, and creating a path for additional students to join VA.

 Internships, service projects, and solving authentic problems.

 Adjustments to the pre-COVID work plan in foundational skills, MS math pilot, career pathways comprehensive work, and elementary social studies inquiry-based instruction.

There were questions, comments, and/or discussion on the following:

 What does the Educational Services Department/Administration need from the Board to provide resources or other methods of support to help with this very challenging year?

 VA vs. in-person learning and success.

 In terms of curriculum, where should we be at this point of the year and where are we now? How does this compare to other districts?

 Attendance and the complexities of this year – physically there/logged-in vs. are students engaged in class?

 Student Advisory Council – are there new perspectives being offered by students?

 The Vision 2022 plan and the impact of COVID on the student learning environment.

 Getting a read from staff on the true learning gaps based on the lack of in-person time with students – is this possible?

Board Reports

Continue Discussion of IASB Resolutions and Direction for Delegate Voting

Each year the Illinois Association of School Boards (IASB) holds an annual conference. At the annual conference, resolutions are reviewed which have been submitted for consideration. Resolutions that are adopted then become items the IASB works to change or implement. The Delegate Assembly which normally takes place at the Illinois Association of School Boards (IASB) Joint Annual Conference in November, will take place virtually this year. Board Member Susan Booton will represent the Board as the Delegate for the November virtual meeting.

Board members received the resolutions at the September 23, 2020 COW meeting and began discussions on the resolutions which are under consideration at the October 14, 2020 meeting.

These resolutions will be voted on at the 2020 Delegate Assembly virtual meeting on November 14, 2020. The Board continued discussion of the resolutions at this Committee of the Whole meeting on Wednesday evening.

President Paulsen summarized the discussion from the last discussion on October 14, which included the following:

 Resolutions supported by IASB which the Board concurs with - #5, 6, 7

 Resolutions not supported by IASB which the Board concurs with - #1, 3, 8

 The Board will further discuss resolutions #2, 4, 5

 Should it be needed, the Board does have another meeting scheduled (November 11 Regular Business Meeting) and can discuss any outstanding issues/resolutions before the November 14 Delegate Assembly.

There were questions, comments, and/or discussion on the following:

 #2 (Gun Storage) – IASB resolutions committee recommends this not be adopted. The Board could not come to a consensus on this resolution and will discuss at the November 11 meeting when the two Board members missing tonight will be present.

 #4 (Pre-K Teacher Licensure) – New language was offered to the submitting district, which they did not support. If the resolution is not adopted, the resolution committee can bring forth the new language to ask the Delegate Assembly if they support the new language. There may be two votes on this particular resolution, one with initial language and one with the rewritten language. Board members agree with IASB's decision to not support the initial resolution, but agree to support the revised language, should that be presented with a vote.

 #5 (Teacher Shortage) – The Board could not come to a consensus on this resolution and will discuss it at the November 11 meeting.

PUBLIC COMMENTS – Non-Agenda Items (In-person)

None

Community members not attending this meeting in person, and who wanted to provide comments to the Board of Education, had the opportunity to send an email to the Board between the posting of this Agenda and 5:00 p.m. on Wednesday, October 28, 2020. All Board Members received and read these emails.

It was noted on the posted agenda that these emails were to include in the subject line that they were intended for acknowledgment at the October 28, 2020 Board of Education Meeting.

The Board had received public comment emails from the following individuals that were specifically noted for acknowledgment during the meeting.

Emails Sent By:	Lex Burda Michelle Graham
Topic:	Reopening Feedback

ADJOURNMENT

MOTION

There being no further business to come before the Board in Open Session, Member Booton moved, Member Long seconded to adjourn the meeting. Upon a voice call being taken, all were in favor and the motion carried 5-0.

The meeting was adjourned at 9:41 PM.

https://www.cusd200.org/site/handlers/filedownload.ashx?moduleinstanceid=22857&dataid=34183&FileName=Minutes%20Oct%2028%202020%20COW.pdf