Board of Education

Coffee and Conversation Recap

Monday, June 28, 2010

On behalf of the Board of Education, Board President Julia Wold thanked the approximately 30 parents who attended this meeting. 

Vice President Christine Rossman presented an overview of the function of the Education Committee. She noted that this committee provides oversight to all major District educational initiatives and new programs and provides recommendations to the Board of Education on major topics or matters related to curriculum and instruction. The committee provides guidance to the management on the accomplishment of educational strategic initiatives and improvement of student outcomes. (Additional information about Board of Education Committees, committee charge and membership can be found on the district website at: http://www.lf67.org/schoolboard/committees.html.)

The meeting was then opened to questions from the audience. Numerous questions were posed focusing on four major themes: Goals/Benchmarking/Accountability Measures, Response to Intervention (addressing the unique challenges of each child), Bullying and the Emotional Wellness Initiative, and Communication.

In the four major areas - questions most commonly asked include:

Goals and Benchmarking/Accountability Measures

How are Board Goals developed and progress reported?

The Board has designed broad goals called Vision Statements that guide the direction of all initiatives and performance goals within District 67.  These broad vision statements are designed to provide an ideal for which to strive, and a lens through which to view all initiatives and goals of the district.  The purpose and philosophy of the vision statements support a culture of continuous improvement.

Under each Vision Statement are Performance Goals and Initiatives.  These have purposefully been divided into long-term and short-term statements and are developed to maintain momentum of continuous improvement while recognizing the need for more immediate change.

Performance Goals are generally one to three year goals, stated with an overall end metric and then yearly metrics to measure growth towards meeting the goal.  The intent behind these goals is that progress will be made each year.

Initiatives are generally projects that can be completed in one year or less and contribute to accomplishing or meeting the ultimate Vision Statement.  These initiatives are created to be more responsive to immediate student needs based on multiple data points or feedback.

Performance Goals and Initiatives are reviewed and updated throughout the year.  All the subcommittees of the board are involved in reviewing and providing input on progress or need for further improvement.   Board members, community members, and administrators serve on the subcommittees. In addition, a board presentation calendar is developed to plan the timings of various reports. Goals are reviewed and updated every year (January and February) by the Board.

How can parents learn more about District 67 initiatives promoting 21^st Century skills and learning?

Reports addressing District 67’s 21st Century Skills Development have been presented to the Board of Education and to the Education Committee.  Videos of these presentations are posted on the website.  In addition, tech coaches have posted information on their websites regarding the activities occurring in the schools. 

Current links on the District 67 website are available that connect users with the Partnership for 21st Century Schools website (http://www.p21.org) as well as the National Educational Technology Standards (http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf).

As we are moving to incorporate 21st Century learning more seamlessly throughout the curriculum, additional parent coffees will be held, specifically addressing 21st Century Learning. These presentations will focus on what 21st Century Learning looks like in the classroom, expectations at various grade levels, and how this different approach to learning may impact other benchmarking standards more commonly used in national and regional ranking reports. These coffees will be an excellent opportunity for parents to learn about and provide input to District 67’s initiatives promoting 21st Century skills and learning. Parents will also have the opportunity to share thoughts and ask questions around this topic that impacts our students on a daily basis. Information regarding these coffees will be posted on the District website and upcoming e-newsletters.

How do you define “among best in nation” and what are the benchmarks?

This is a difficult question to answer for a variety of reasons.  In a factory model or assembly line model, the worker or company has direct control of the product being produced. Quality control is based on each product being identical.  The benchmark is clearly defined as there is one (and generally more) measurable benchmark and the company generally has 100% control.

In education, we are fortunate to be working with children and not pre-determined products.  The abilities, gifts, skills, desire, motivation and background knowledge of each child entering the school varies. Each school and teacher is given a different “material” to begin the process.  So outcomes prove to be more challenging to quantify.

So how do we measure ourselves? District 67 looks to what is locally and nationally considered a high performing school district. “Among best in the nation” means that we are constantly striving to better our students’ learning experiences and ourselves, in a variety of areas, as we compare ourselves to other high performing schools. 

As an example, when we began our Algebra for All initiative over 10 years ago (a local benchmark for us is the number of students recommended for courses beyond Algebra I at LFHS), few schools were even considering this initiative.  District 67, however, not only looked at Algebra as a 7th/8th grade program, but also considered the arithmetic needs of students prior to beginning a formal study of Algebra I.  Currently over 95% of our students are in Algebra I compared to 38% nationally, see chart below:

This is just one example of a benchmark we use to monitor our success in math instruction. But to compare our data solely to the national statistics is not the whole story. Currently, 87%-92% of our students take a course beyond Algebra I.  Additionally, we look at how our students are performing at LFHS. We monitor this data carefully and compare it over time to evaluate trends and see if adjustments need to be made.

Test scores are another benchmark that can be used.  District 67 ranks in the top 25 districts in Illinois out of 842 districts (http://www.schooldigger.com/go/IL/districtrank.aspx).  (Please note 7 of the school districts ranked ahead of District 67 are high schools so not a direct comparison.) That puts District 67 in the top 3% of school districts in the state.  However, test scores (such as the ISAT) are not the only indicator and are less useful as a measuring tool for success.  In District 67 our NWEA scores, a nationally normed test, indicate that our students at various grade levels are performing 3-4 years above grade level.  We have also decided to look at student growth, as it is a better indicator of our local success. This is noted in the Board of Education goals http://www.lf67.org/schoolboard/board_goals.html, specifically under 2010-2011 Education.

As we continue to focus on 21st Century Skills and Learning, the quantitative metrics are more challenging to distinguish. So we turn to groups such as the Partnership for 21st Century Learning and the Metiri Group to look at what 21st Century Skills should look like in our schools.  To that end, traditional benchmarks that are based on standardized test scores, while still a valuable metric, take on a much lesser role when it comes to measuring the success of the school. 

We continue to be challenged to quantify and design metrics that support the expectations we have of our students in the following areas:

•    Creativity and Innovation;

•    Communication and Collaboration;

•    Research and Information Fluency;

•    Critical Thinking, Problem Solving, and Decision-Making;

•    Digital Citizenship; and

•    Technology Operations and Concepts.

As we search for “best in nation” districts we look for districts that are performing exceptionally well in one or more areas.  Having spoken to 21st Century gurus such as Will Richardson, Steve Dembo, and David Warlick, there are limited schools who are “best in class” in every aspect of their school.  We have looked at Eastern Township School Board’s school in Canada, Avoca School, Northbrook School District 27, as well as schools in Michigan, Maine, Ohio, and Arizona and have found examples of “best practice” in particular areas.  As we continue our development in the area of 21st Century Learning, we will continue to research, implement and evaluate exemplary programs and schools and monitor our own initiatives.

Is there a regular process by which the curriculum is reviewed?

The curriculum of the Lake Forest School District 67 undergoes careful development and continuous evaluation and revision based upon an established comprehensive cycle of curricular review (at least once every 5 years).

District 67 collaborates with Lake Forest High School District 115 to review curriculum throughout the school year.  (See attached chart.)

Curriculum is designed to provide a coordinated sequence of study in the areas of language arts, mathematics, science, social studies, world language, the arts, physical education, and health. The professional staff has the responsibility of determining the scope of the curriculum as it relates to the ability and capacity of each student. For more information, curriculum overview, guides and updates: http://www.lf67.org/district/curriculum/curriculum.html.


The Curriculum Coordinating Committee (CCC) is a representative group of teachers, administrators, and parents that reviews curriculum developed by teachers and makes recommendations to the Board of Education. The CCC serves as a sounding board for district staff and community members relating to curriculum matters. For more information, contact Andy Henrikson, 847-604-7440.

Response to Intervention (RtI - Addressing the unique challenges of each child)

How is it determined that a child is tested to receive special education services?

The Individuals with Disabilities Education Act (IDEA) details the guidelines for the identification, evaluation, and eligibility determination for students who may be eligible for special education services.  In the most recent re-authorization of IDEA (2004), the process for identifying students eligible under the Specific Learning Disabilities (SLD) category changed significantly from the past 29 years of practice. The most noticeable changes includes the removal of the requirement to consider a severe discrepancy between achievement and intellectual ability, and the inclusion of the requirement that a local education agency may use a process which determines if a child responds to scientific, research based intervention as part of the evaluation process.  This process is most commonly referred to as Response to Intervention (RtI).

The Illinois State RtI Plan, issued on January 1, 2008, outlines a framework for statewide implementation of RtI.  Included in this Plan is the requirement that school districts are required to use a process that determines how a student responds to scientific, research-based interventions (RtI) when determining whether that student is or continues to be eligible for and entitled to special education services under the category of SLD.  (ISBE Guidance Doc ref)

Key components of an RtI process include (a) a school-wide, multi-tier instructional and behavioral system for preventing school failure, (b) universal screening, (c) progress monitoring, and (d) a data-based decision making process for determining the severity of student needs and movement within the multi-tier system.  In short, an RtI process eliminates the wait-to-fail model.  All students are screened on an ongoing basis, services are provided based on need rather than waiting for students to fail before high-quality interventions can be used, and an accountability system ensures frequent progress monitoring that informs changes in both the type and intensity of programming.

The greater the discrepancy between how a child is performing with the provision of high-quality, research-based interventions, and the expected performance of their local peers, the greater the likelihood that a child may be considered for special education. Thus, an evaluation for special education eligibility includes information collected throughout an RtI process.  The following information is provided in the Illinois RtI Plan (2008) regarding special education eligibility consideration and its role in an RtI process.

Special Education Eligibility Considerations

When implementing an RtI process, school teams use student progress data collected at each tier to document a student’s response to scientific, research-based interventions as part of the evaluation process in order to consider eligibility for special education services. Such eligibility decisions typically occur within Tier 3 when students do not respond to the most intensive interventions, but may occur at any tier. It is also important to note that a parent may request an evaluation at any point during this intervention process.
 
By the 2010-2011 school year, documentation of the RtI process shall be a part of the evaluation process for students when a specific learning disability (SLD) is suspected. After implementing an RtI process, a district may use a severe discrepancy between intellectual ability and achievement as part of the evaluation process for determining whether a child has a specific learning disability.

For additional Information: http://www.rti4success.org or http://www.isbe.state.il.us/pdf/rti_state_plan.pdf

Document: Essential Components of RtI- A Closer Look at Response to Intervention

Who is making sure kids don’t “fall through the cracks?”

Each school has established Data Teams to review information from each universal screening and Problem Solving Teams that develop a plan for individual students who do not respond to typical instructional interventions.  Each of the teams meets regularly throughout the year with the sole purpose of improving student achievement.  Students who are receiving a targeted intervention are monitored for progress on a weekly or a bi-weekly basis.  The teacher working with the student and with the problem solving team reviews the results of the progress monitoring.

My child can’t read – what is being done to help?

District 67 uses only scientifically researched based reading and math instructional materials with every student.  This is true of our core teaching programs and those used to supplement student learning in all our programs.  When students do not show progress based on frequent monitoring, the teaching methods are adjusted by increasing the time or changing materials.  We recognize that not all students are developmentally ready to master the same skill at the same time as their peers. We continue to increase the intensity of intervention for as long as the student continues to need support. Parents who have specific concerns should notify their child’s teacher and/or building principal.

How can the professionals know how to teach my child without knowing their IQ/potential or if they have processing deficits?

Research shows that the results of IQ tests do not predict how well a student can read or understand mathematics, nor do they offer insight in how a teacher can teach these subjects.  In District 67, we rely on assessment tools that provide information that directly relates to instruction.  Since using an RtI process for prevention, identification and evaluation, we have improved outcomes for ALL students, provided coordinated early-intervening services to prevent serious problems, and created a common database for ALL students that informs instructional decision-making. For this reason we do not have to rely on IQ tests that used to be considered a required part of any evaluation. Many prominent researchers and educators, as well as the Illinois State Board of Education, endorse this approach. 

To learn more: http://www.isbe.state.il.us/spec-ed/pdfs/faq_sped_entitlement_rti.pdf or http://www.isbe.state.il.us/RtI_plan/rti_faq.pdf

Bullying and the Emotional Wellness Initiative

How can we involve parents more to help prevent/address bullying and promote the emotional wellness initiative?

Each year we offer a variety of opportunities for parents to become involved.  During the 2007-08 school year we had a broad based committee, which created recommendations to the administration and Board of Education related to the prevention and response to bullying behavior.  Approximately 15 parents were part of that yearlong committee.

Since that time, our bully prevention efforts have been integrated into the Emotional Wellness Committee.  This committee has held parent coffees in 2008-09, established a district committee in 2009-10 that includes parents, and surveyed students, parents and staff to solicit feedback. In addition, principals regularly report in weekly newsletters about current activities and promote discussion at home and reports have been presented to the Board of Education periodically throughout the year at regular monthly board meetings.

Each school has a formal research-based bully prevention program. We have teachers in each building who have been trained in the programs and qualify as being a trainer of other staff. Each year we renew our professional development efforts. This summer we sent 3 of our administrators to a 3-day training conducted by Barbara Coloroso who is considered an expert worldwide on bullying and ethical behavior.  Additional prevention activities are also integrated into curriculum projects.  We work with consultants monthly to provide feedback on how to keep our initiative moving forward. Please go to the attached link to learn more about our Emotional Wellness Initiative: http://www.lf67.org/district/programs/EWC.html.

Please note: parents are encouraged to report each and every instance of bullying to their child’s teacher or principal or use the on-line reporting system for middle school concerns.  We prefer that parents over-report rather than under-report.  

Next year, this topic will be discussed at building-level Principal’s Coffees, district meetings and at the Emotional Wellness Committee as we continue to explore ways to better involve parents and to continue to improve and enhance our efforts.

Why can’t the on-line bully reporting system be used in the K-4 schools? How should parents report problems with bullying in the K-4 schools?

The on-line bully reporting system has been in place since the 2008-09 school year at the middle school.  This was one of the recommendations of the Bully Prevention Committee that was implemented.  District principals and administrators initially felt this system was appropriate for parents and the more mature student user, thus it has been limited to the middle schools.  Based on feedback from the June 28^th meeting, administrators have been asked to evaluate whether or not the on-line reporting system should be opened to parents of students in the lower grades.

Principals encourage students and parents in the K-4 schools to report all incidents to the principal and do so as soon as possible to best facilitate any necessary investigation. 

We often hear that children tell their parents not to report incidents in the fear that the situation could be made worse or to avoid “tattling.”  We do not support that approach and want to be informed about any aggressive act, whether it is a one-time event or a repeated act of bullying. We also hear that sometimes events occur outside of school, at homes or in the neighborhoods.  While we can’t prevent those occurrences, we can keep a watchful eye at school to make sure added support is available if needed. 

Communication

How can we learn more and provide feedback about the curriculum, emotional wellness and other important topics?

A variety of opportunities for the school community to hear reports, receive information and provide feedback are held throughout the year. These include: monthly Board of Education meetings, Board of Education Committee meetings, the Curriculum Coordinating Committee meetings, Emotional Wellness Committee meetings, monthly district APT meetings, monthly building APT meetings, quarterly Board Liaison meetings, Parent Awareness opportunities, weekly e-newsletters, and written and video information on the website. Parents are also encouraged to meet with their child’s teacher, building principal or any member of the administration if they have questions or concerns. 

Additional Next Steps:

·      The administration will be holding a retreat to further discuss items brought forth at this meeting. (August 2010)

·      The Board and administration will further review the 2010-11 goals. (Fall 2010)

·      The administration will review and present the Climate Survey Data from the 2009-10 school year. (Fall 2010)

·      District 67 “Dashboards indicators” monitoring progress in a variety of areas will be further developed and made available to the public via the district’s website. (2010-2011)

In conclusion:

Principal Coffees addressing specific topics (curriculum, emotional wellness initiative, etc.) and other 2-way communication opportunities to further explore these and other relevant topics will be scheduled at the building and district level. (2010-11)