• Andrew Musil and Dylan McMurray finished in the top 25 (22nd out of 75 boats) at the IHSA bass fishing state tournament.

• The boys tennis team finished in 13th place at the IHSA state tournament. Zane Bisharat posted a 3-2 record and made it to the fourth round of the consolation bracket, while the doubles team of Dhruv Vaze and Aaron John went 4-2 and tied for ninth place.

• The 23rd Annual Julie Heidecke Clinic was a huge success. The event raised a record high of more than $2,600 for the foundation that supports students from Hinsdale Central and Illinois State University. Lauren Oleferchik, who was the captain of the varsity girls soccer team at Central, was the recipient of this year’s Julie K. Heidecke Award/Scholarship.

• The varsity boys tennis team took second place at the state tournament. Mujtaba Ali-Khan and Jai Vallurupalli finished third in doubles, while Ansh Shah finished fourth in singles.

• The varsity boys baseball team won the conference and regional championships, and finished in the top 16 in the state.

• The varsity girls track team qualified for the state tournament. Catie McCabe took fourth place in the 1600-meter run with a time of 4:52.23, which set a school record and earned her all-state honors.

• Dan Watcke took first place in the 800-meter run at the state tournament for track and field. He is the first sophomore to win the event at the 3A level, and Central’s first state champion for boys track and field since 1977. Watcke and teammates Aden Bandukwala, Isa Hitchens and Piyush Mekla also took first place in the 4x400 relay.

• The varsity girls lacrosse team took third place at state.

• Alpine Demolition - $147,000 for selective demolition
• Elliot Construction Corp. - $235,410 for cast in place concrete
• Joseph Construction Company - $135,000 for drywall and rough carpentry
• Douglas Floor Covering, Inc. - $145,900 for resilient flooring
• DeFranco Plumbing, Inc. - $23,315 for plumbing
• Mechanical Incorporated - $293,000 for mechanical
• Associated Electrical Contractors, LLC - $153,500 for electrical
• Specialty Construction, LLC - $39,540 for steel

• Educate and inform people about the board's role and responsibilities in the day-to-day operation of the district.

• Increase two-way communication with members of the community.

• Provide increased access to the board, which will support its ongoing efforts to promote transparency about its work.

• Strengthen the board's relationships with stakeholders.

• Board member coffees - Each board member would host one informal sit-down with community members during the calendar year. The location of these events would rotate around the seven feeder districts. In addition, board members may be joined at these sessions by an administrator depending on the topics being discussed. The proposed goal for 2021 would be to host three coffees during the final six months of the calendar year.

• Town halls - The board would hold town halls on a semi-annual basis. These events would provide stakeholders with the opportunity to engage in a dialogue with the board about topics that would be determined via polling, surveys, etc. The sessions would be advertised throughout the community, and would alternate between Hinsdale Central and Hinsdale South. The proposed goal for 2021 would be to host one town hall in early November. A potential topic for the event would be proposed changes to the district's curriculum, which are scheduled to be presented to the Parent-Teacher Advisory Committee (PTAC) and board in October. The timing of the town hall would allow for a discussion about any changes after they have been made public, but before the board votes on them.

• D86 Feeder Boards Advisory Council - The D86 Feeder Boards Advisory Council (DFBAC) would be a superintendent committee that would be composed of one or two board members from District 86 and each of our feeder districts. The group would discuss/serve as a sounding board for new initiatives, programming changes, etc. The proposed goal for 2021 would be to gauge/finalize support for the council among the feeder districts and hold one meeting during the fourth quarter.

• Ensuring that community members have the chance to engage in a dialogue about/weigh in on proposed changes before they are made.
• Continuing to offer staff-led forums/question and answer sessions about proposed changes in addition to the board's town halls.
• Making sure that the appropriate administrators are at the town halls to help answer questions.
• Identifying opportunities to connect with families that don't have children in the district yet. These efforts might include hosting one or more of the coffees at a feeder district's PTO meeting. They may also benefit from leveraging the communication tools and resources that are managed by the feeder districts, their PTOs, etc.
• Creating a system or mechanism that community members can use to invite board members to attend events or participate in activities.

• Attending a board meeting for each feeder district during which members of the District 86 board would present about DFBAC and formally invite the feeders to join the group.
• Formalizing the structure of the plan during the next few months.
• Collecting feedback about the plan from community members, which can be done by emailing the entire board at boe@hinsdale86.org.

• The history and status of the strategic plan.

1. Community engagement sessions were held over the course of the 2017-18 school year; purpose was to help reimagine “who we want to be” in District 86.
2. Five goal areas and corresponding strategies were developed; value statements were embedded into all of them.
3. Five-year plan was approved by the board in 2018.
4. The 2021-22 school year will be the third year of the five-year plan.

• The district's mission, values and vision.

• The five goals and 15 strategies that make up the strategic plan.

• The names of the individuals who are the goal champions, strategy leaders and strategy team members.

• Details about the District 86 Culture and Equity Leadership Team (CELT).

1. Originally composed of students, parents/guardians, teachers, staff, administrators, board members and external facilitators; expanded to include community members and alumni; currently has more than 60 members.
2. Held its kick-off meeting on July 7, 2020.
3. Led the work on the development of the district's equity statement, which was finalized on Jan. 13, 2021, and presented during the board meeting on Jan. 14, 2021.
4. Played a pivotal role in the creation of a video about the district's equity statement, which was shown for the first time during the board meeting on March 25, 2021.
5. Helping to ensure that an equity lens is applied to the work of the strategic plan.

• Information about key performance indicators (KPIs).

1. KPIs will be used to help evaluate the success of the strategic plan.
2. Each KPI will utilize baseline data from 2018 or the most recently available data points if there were none in 2018.
3. District will report on several metrics for each KPI - meets or exceeds; approaching; not improving; trending up, down or does not meet
4. Examples of KPIs may include, but not be limited to - ninth grade on track and PSAT to SAT growth for Goal 1; student participation in co-curricular activities for Goal 2; staff and family satisfaction (5Essentials and Panorama surveys) for Goals 3 and 4; revenue allocated to capital for Goal 5 (will assess where we are as a district in ensuring that our buildings are appropriately funded to optimize capital facility utilization).

• High priority strategies.

1. Course and instructional units include common critical competencies, aligned assessments between the two high schools and multiple measures of success.
2. Students explore big ideas, leverage technology, make real-world connections, and use authentic ways to demonstrate their knowledge and interests.
3. Students use their individual data to shape decisions about career and life readiness.

• Equity goals.

1. Raising the academic achievement and social/emotional outcomes for all students while eliminating the historically predictable racial outcomes.
2. Designing and implementing a culturally responsive curriculum and pedagogy that interrupts racism and other systems of oppression, and allows all students to see themselves in their schooling.
3. Identifying and removing barriers in our current policies, procedures, systems and practices that limit opportunities for our students.

• Guiding principles of curriculum alignment for students.

1. Common course objectives and final exams for all like courses in District 86.
2. Access to coursework that is challenging and focused on college/career.
3. Access to accelerated, honors/AP coursework. 
4. Access to academic and social and emotional learning (SEL) support systems and resources.
5. Course sequences that are logically ordered, cohesively linked, and college and career focused.
6. A culturally-relevant curriculum that reflects the diverse identities of students in District 86.
7. Real-world, authentic ways for students to demonstrate their knowledge and interests.
8. Equitable access to instructional technology.

• Guiding principles of curriculum alignment for staff.

1. Opportunities to collaborate for professional growth.
2. The flexibility to adapt academic programs to meet students’ needs in an ever-changing world.

• Framework for 2021-2024.

1. Alignment and innovation - Program team work (Phase 1) and development team work (Phase 2).
2. Continuous improvement - Writing team work (Phase 3) and department/course team work (Phase 4).

• Accomplishments from the 2020-21 school year in the area of curriculum alignment.

1. The science program completed the curriculum writing process for chemistry and continued its work on the alignment of the curriculum for biology.
2. The math program engaged in AP course and College Prep Math alignment.
3. The math and science programs collaborated on the development and structure of the Quantitative Reasoning and Functional Relationships course.
4. All other academic content areas completed Phase 1 program team work - e.g., analysis of the strengths and challenges of the current curriculum, drafting and adopting a unified mission statement, drafting and adopting program goals, etc.

• Accomplishments from the 2020-21 school year in the area of grading alignment.

1. Learning Leadership Team (LLT) designed a common grading scale for the district that will be implemented across all courses and levels during the 2021-22 school year.
2. All course teams discussed and adopted common grade book category weights for the 2021-22 school year - i.e., summative assessments will be 70-100% of the final grade, formal assessments will be 0-30% of the final grade, and learning readiness will be 0-10% of the final grade.

• Work that is scheduled to take place during the 2021-22 school year.

1. Development team work (Phase 2) in English, social studies, world languages, career and technology education, physical education, driver education, music, art and math.
2. Writing and course team work (Phases 3 and 4) in math and science. Other departments will begin course team work following the completion of Phase 2.
3. Building and district course teams will study, discuss and implement common policies related to late work, retakes and academic integrity.
4. Curriculum writing teams that are in Phase 3 may use Flexible Learning and/or late arrival days to create, revise and discuss common assessments.

• Current reality.

1. Prior to the strategic plan, there was little oversight over curriculum additions/revisions/policies.
2. The current program of studies shows the disparity of courses offered across the district - 90 courses unique to Hinsdale Central and 40 courses unique to Hinsdale South.
3. There are courses with the same titles that do not have the same course objectives, resources or assessments.
4. More than 30 different grading and feedback systems depending on the class, level and building.

• Goals moving forward.

1. Academic leaders (i.e., teachers, department chairs and administrators) from across the district are working together toward a common goal of academic excellence inside a coherent and unified system.
2. Creation of unified course offerings regardless of home school.
3. Creation of a unified program of studies for the district by the 2023-24 school year that may include name changes, unified courses, aligned course descriptions and outcomes, new/revised courses and courses that are phased out.
4. Ensure that all like courses have common objectives, resources and final/semester exams.
5. Align the language and grading scale for academic feedback for all classes.
6. Align category weights in all course-alike grade books.

• Accomplishments from the 2020-21 school year.

1. Provided information about the opportunities that exist for stakeholders to ask questions, offer comments or provide feedback about important issues or initiatives - e.g., feedback surveys about the return to school/work, meetings with student groups, Math Pathways Community Forums, etc.
2. Utilized the district’s various communication platforms to publicize the ways people could get involved in or help guide the work of the district - e.g., board vacancy, openings on PTAC, the need for substitute teachers and line of sight volunteers, charitable events and activities hosted by student groups, etc.
3. Used print and electronic communications to keep the community updated and informed about what is happening in our schools and district - e.g., weekly update emails, First Look, Board Briefs, print newsletters, video about the district's equity statement, social media, etc.

• Initiatives for the 2021-22 school year.

1. Partner with Panorama to administer satisfaction surveys to stakeholders.
2. Update/improve the overall look, functionality and accessibility of the district’s family of websites.
3. Utilize video to educate and inform people about what is happening in the district.
4. Continue community outreach and engagement activities. 
5. Advance the district’s equity work.
6. Continue using the district’s various communication tools and platforms to promote what is going on in the district and publicize the ways people can get involved in or help guide our work.
7. Develop a plan for how to best support the other goal champions - i.e., help them communicate the status/progress of their work and how stakeholders contribute to it. 
8. Begin developing a district-level alumni relations plan.
9. Work with the new assistant superintendent for human resources (HR) to develop a plan for internal communications.
10. Develop a social media strategy to better maximize our use of the platforms.

• Accomplishments from the 2020-21 school year.

1. The fiscal year 2021 budget was the first to have department chairs working collaboratively with their counterparts from across the district.
2. Forty-two classrooms are being renovated this summer.
3. Additions for fine arts and student services are currently underway.
4. Accessibility upgrades are being made to the grandstands this summer.
5. Internal life safety items have been addressed/completed.
6. Addressed the backlog of capital items for art, music, athletics, physical education, family and consumer science, and buildings and grounds.

• Initiatives for the 2021-22 school year.

1. The fiscal year 2022 budget followed the aligned budget approach. The team will continue assessing and evaluating the process on an annual basis.
2. All remaining classrooms at Hinsdale South are scheduled to be completed during Phase 3 (2022).
3. All remaining classrooms at Hinsdale Central are scheduled to be completed during Phase 4 (2023).
4. Additional restroom accessibility will be addressed during Phase 3.
5. Athletic field reorientation and access are under evaluation at Hinsdale South.
6. Remaining life safety projects will be addressed during Phase 3.
7. Finalize capital replacement schedules at the department level.
8. Evaluate software for tracking capital assets.

• PTAC will review and discuss the academic health of the district during its meeting on July 19. The committee will also receive updates from the curriculum program teams on Oct. 5, and talk about earned honors credit on Nov. 2.

• The champions for Goals 2 and 3 of the strategic plan will present their updates during the board meeting on July 22.

• COVID-19 data for the communities served by District 86.

• Close contact and quarantining.

1. Since social distancing in the academic setting can be less than 6 feet, we are not allowed to use the 10-day option for quarantining that is featured in the decision tree created by the Illinois Department of Public Health.
2. Superintendent Prentiss and her peers throughout DuPage County sent a letter to Deputy Governor Jess Ruiz requesting that the state review and reconsider the guidelines for social distancing and quarantining in schools.

• Current challenges for opening school in the fall of 2021.

1. Unpacking the updated guidance issued by the Illinois Department of Public Health on June 7.
2. Awaiting guidance from the state about the status of mask and social distancing requirements, the definition of a close contact and the quarantine rules for the 2021-22 school year.
3. Resolution passed by the Illinois State Board of Education on May 19 requiring all schools to resume in-person instruction on a full-time basis at the start of the 2021-22 school year.
4. The need to determine if any students qualify for remote instruction in accordance with the updated guidance from the state. Barring any changes to the guidance at the local or state level, the only people who may be considered for an exception (i.e., remote learning) include: individuals who are not eligible to receive the COVID-19 vaccine (i.e., people under the age of 12); and, individuals who have a documented medical condition that prevents them from getting the COVID-19 vaccine. Outside of these two groups (i.e., not eligible for the vaccine or have a documented medical condition that prevents them from getting the vaccine), all students, including those who have chosen not to get vaccinated, will be expected to attend school in person on a daily basis starting on Aug. 26. Those who are eligible for and interested in remote instruction will have a plan developed for them using the process for creating/modifying 504s or Individualized Education Programs. Families will be sent this information via email on June 24.

• Learning recovery for summer 2021.

1. Students with NGs (No Grade) and F's have been enrolled in credit recovery courses offered through Edgenuity that they will need to complete by July 23.
2. All students have an Edgenuity specialist assigned to them to assist with course questions, grading and technical issues.
3. All students have a case manager assigned to them to assist with progress monitoring, SEL support and academic questions.
4. Federal Elementary and Secondary School Emergency Relief (ESSER) funds are being used to support this program.
5. These efforts are focused on graduation requirements and core content subjects. 
6. There are 327 courses currently assigned to 150 students.
7. As of June 21, 28 courses have been completed, and many others are more than 75% complete.

• Learning recovery for the 2021-22 school year.

1. Using funds available through the American Rescue Plan (ARP) to support learning recovery plans.
2. Hired grant-funded personnel (student success coordinators, clinician interventionists and paraprofessionals) to work directly with students who are identified as having academic and/or SEL needs.

• Next steps

1. Continue to monitor guidance (e.g., vaccination, masks, lunch, social distancing, quarantining, etc.) from DCHD, IDPH and ISBE.
2. Continue to advocate for a review of the IDPH guidance based on school data.
3. Continue to provide updates on learning recovery plans.
4. R3 Committee meetings following the release of updated guidance.

• Received a presentation from the administration about the District 86 Performance Evaluation Plan for the 2021-22 school year. The administration shared details about the history of the plan, and the need to reconstitute the PERA Joint Committee. The administration also outlined the work of the PERA Joint Committee during the 2020-21 school year, and reviewed revisions to and next steps for the evaluation plan.

• Received the job descriptions for two grant-funded positions that were approved by the board and will be filled for the next one to two years.

1. The student support coordinator positions [one at each building] will work with students at an individual and/or districtwide level to address academic, emotional, and social problems that may interfere with their adjustment to school and their capacity to benefit from an education in the least restrictive learning environment. The student support coordinator will report to the director of deans/director of counseling.
2. The clinical interventionist positions [one at each building] will work with students at an individual and/or on a group basis to address emotional and social problems that may interfere with their adjustment to school and their capacity to benefit from an education in the least restrictive learning environment. The clinical interventionist will report to the director of counseling.

• Brad Verthein, the assistant superintendent of student services, introduced a new grant-funded position that will focus on expanding job placement for students with autism and autism disorders.

• Continued discussing the revenue sharing of sponsorship and advertising funds that will be generated by the addition of new video scoreboards at Hinsdale Central and Hinsdale South. A representative from Power Ad, which is a third party marketing services company, presented background information about its company and the role it plays in helping school districts launch sponsorship programs. Representatives from the Hinsdale Central Booster Club and the Hinsdale South Athletic Club also had representatives talk about their role in the current sponsorship/advertising program. The committee will continue discussing this topic at future meetings. 

• Reviewed the tentative budget for fiscal year 2022, which was presented to the board for action during its meeting on June 23.

• Completed an initial review and discussion of the committee charter and operational calendar. The committee will continue discussing this topic during its meeting in July.

• Construction schedule updates.

• Bids for the work related to the in-fill of the existing pool at Hinsdale Central.

• Contingency budgets.

• The proposed agreement with the district's owner's representative for 2021-22.

• Hinsdale Bank & Trust (Wintrust Financial)
• BMO Harris NA
• PMA Securities, Inc.
• U.S. Bancorp Fund Services, LLC
• The Illinois Metropolitan Investment Fund
• Pershing, LLC (Bank New York Mellon)
• 5/3 Securities, Inc.
• JPMorgan Chase Bank
• Multi-Bank Securities, Inc.

• Scheduling a public hearing about the tentative budget for fiscal year 2022, which will take place during the board meeting on Sept. 16.
• Posting a copy of the tentative budget on the district's website and making one available for review at the administration building.
• Authorizing expenditures and purchases during the first fiscal quarter in accordance with the tentative budget until the final budget is adopted.

• The possibility of offering two science sequences (Physics-Chemistry-Biology and Biology-Chemistry-Physics) at Hinsdale Central and Hinsdale South.
• The creation of a task force to identify solutions for addressing course conflicts, including the options that might be available from a technology standpoint.
• A discussion about the future of G-level courses.