HINSDALE TOWNSHIP
High School District 86
Board Briefs Logo
July 22, 2021
Regular Action Meeting
Good News
Principal Bill Walsh congratulated the following Hinsdale Central student-athletes on their nominations for the Illinois High School Sports Awards:

  • Libby Larson
  • Mujtaba Ali-Khan
  • Jai Vallurupalli
  • Kendall Pickering
  • Nicole Hu
  • Daniel Watcke
  • Sophia Buzelis
  • Charlotte Callahan

The Illinois High School Sports Awards is a nine-month athlete recognition program that culminates in an awards show headlined by some of the biggest names in professional sports. During the show, which debuted online at 7 p.m. on July 15, there will be a celebration of the athletes of the year in each sanctioned sport. Student-athletes, coaches and teams will also be recognized for their accomplishments on and off the field. 

Principal Walsh and Dan Jones, who is the athletic director for Hinsdale Central, also recognized coaches and student-athletes from several teams (boys tennis, girls lacrosse, boys and girls track, and wrestling) for their accomplishments during the state tournaments held in the spring.

Principal Arwen Pokorny Lyp from Hinsdale South congratulated student Nikki Berger on being named third-team all-state for softball, and thanked Coach Shannon Fuller for a great season.

Board President's Report
The board discussed the determination letter that was issued by the Public Access Counselor (PAC) in response to a request for review submitted by Maryam Judar on behalf of the Citizen Advocacy Center. Steve Richart from Hodges, Loizzi, Eisenhammer, Rodick & Kohn LLP (HLERK), which is the law firm that represents the board, provided details about the request, the district's response and the ruling by the PAC. While the PAC's ruling did not require the district to take any further action, Richart recommended that the board keep the following questions in mind when providing the superintendent with guidance and direction on a specific issue.

  • Is the issue itemized on the agenda?
  • Will the issue come back for another vote?
  • Does the law say that the board needs to take action on the issue?

The board also took the following action during this portion of the meeting.

  1. Board member requests for information.
  2. Concerns from the community and staff.
  3. Abiding by majority decisions.
  4. Asking questions about items on upcoming meeting agendas.
  5. Meeting efficiency.
  6. Communicating with staff.
  7. Visiting campuses.
  8. Email.
  9. Meetings of the board.


  1. Remote attendance at meetings by board members reverting back to the requirements/restrictions that are spelled out in the Open Meetings Act.
  2. Continuing to livestream and record the board meetings, but ceasing these activities for committee meetings.
  3. Returning to the long-standing practices and procedures for audience communication during board meetings - i.e., public comments must be delivered in person instead of electronically.

Update on the Strategic Plan
The administration provided the board with an update on the district's strategic plan. This update included the following information.

Overview

  • 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.




Update on Goal 2 (Learning Environment)

  • History
  1. Formation of the social and emotional learning (SEL) team, which is composed of staff and administrators.
  2. Creation of a five-year plan for SEL in 2015.
  3. Adoption of RULER (Recognizing, Understanding, Labeling, Expressing and Regulating), which is a program that supports the emotional health of students.
  4. The incorporation of SEL into various aspects of the strategic plan.

  • RULER in District 86
  1. Four anchor tools - Charter (establish safety based on norms), Mood Meter (increase self-awareness and regulation of emotions), Meta-Moment (manage response when triggered), Blueprint (taking perspective)
  2. Teachers and administrators learned about the program first.
  3. Lessons were introduced to freshmen via physical education classes, and then were gradually expanded to all grade levels.
  4. SEL competencies and departments are part of the next steps for the program.

  • SEL
  1. Integration occurring throughout the day across different subject areas.
  2. Self-awareness - English, art and music.
  3. Self-management - math.
  4. Social awareness - business, family and consumer science, technology and world languages.
  5. Relationship skills - social studies.
  6. Responsible decision-making - science.
  7. All competencies - special education.
  8. RULER lessons - physical education.

  • Accomplishments from the 2020-21 school year
  1. Expanded the RULER curriculum to all grade levels.
  2. Included students in lesson planning for SEL.
  3. Provided ongoing professional development in SEL.
  4. Implemented universal, transformative student lessons across the district.
  5. Created a districtwide group to better understand student concerns and priorities.
  6. Discussed SEL practices with our sender districts.
  7. Compared school calendar alignment with our sender districts.

  • Work that is scheduled to take place during the 2021-22 school year.
  1. Student voice - listening to students and involving them more in decision-making.
  2. Exploring changes to the daily schedule.
  3. SEL data - continuing to collect and analyze feedback and data.
  4. Connecting SEL with the district's equity statement and the Illinois Culturally Responsive Teaching and Leading Standards.

Update on Goal 3 (Work Environment)

  • Definition of work environment
  1. Not referring to employee job satisfaction.
  2. The work environment is about employee engagement.

  • Definition of engagement
  1. The extent to which employees are involved in/enthusiastic about their work and committed to the organization.
  2. Engaged behaviors include team orientation, going the “extra mile,” solution focused, optimism, etc.

  • Key drivers of staff engagement
  1. Staff have the resources they need to be highly effective.
  2. Staff are given meaningful, growth-oriented performance feedback on a regular basis.
  3. Staff voice is valued in decision-making.

  • Accomplishments from the 2020-21 school year for Strategy 7 (Staff Engagement)
  1. The Culture and Equity Leadership Team (CELT), which is composed of teachers, support staff, students, parents/guardians, administrators, board members and community members, wrote the district's equity statement.
  2. The Performance Evaluation Reform Act (PERA) committee updated the faculty evaluation plan to shift the focus for tenured staff from compliance to growth and innovation.
  3. The Recovery-Revitalization-Restored (R3) Committee collaboratively and effectively navigated challenges created by the pandemic.
  4. The Learning Leadership Team (LLT) established a districtwide common grading scale for implementation during the 2021-22 school year.
  5. Teachers from all content areas and special education were involved in the curriculum alignment work that was completed in conjunction with Goal 1.
  6. The Parent-Teacher Advisory Committee (PTAC) was expanded to include more members, and had the opportunity to discuss and provide feedback about district initiatives such as the return to school plan and curriculum alignment.
  7. Continued consistent communication and collaboration with the district's collective bargaining groups.
  8. Resumption of the Superintendent's Roundtable.

  • Accomplishments from the 2020-21 school year for Strategy 8 (Meaningful Data)
  1. Panorama selected to help the district administer satisfaction surveys to students, staff and families.
  2. Utilized Elementary and Secondary School Emergency Relief (ESSER) funds to add a district data and analytics coordinator position.

  • Accomplishments from the 2020-21 school year for Strategy 9 (Sender School Communication)
  1. Quarterly meetings between the heads of the academics departments from District 86 and our sender districts.

  • Initiatives for the 2021-22 school year for Strategy 7 (Staff Engagement)
  1. Continue providing opportunities for staff engagement through avenues such as the Superintendent's Roundtable, PTAC, CELT, LLT, PERA and building-level initiatives.
  2. Develop strategies aimed at increasing the hiring of highly-qualified staff that more closely reflects the school community.
  3. Investigate improvements to the support staff evaluation plans.
  4. Begin work on a staff wellness plan that would include the formation of a committee, creation of a vision and development of goals.
  5. Negotiations with teachers and support staff completed in a collaborative and timely manner.

  • Initiatives for the 2021-22 school year for Strategy 8 (Meaningful Data)
  1. Administer staff survey to gather baseline data that will be used to develop action plans.
  2. Complete an internal audit of all HR processes and procedures, and create efficiencies and clarity for staff.
  3. Develop metrics in support of the strategic plan (e.g., hiring for diversity, retention, dual credit staffing, etc.).
  4. Summer PTAC meeting focused on the analysis of the district's academic data.
  5. Begin work on succession planning to address upcoming retirements.

  • Initiatives for the 2021-22 school year for Strategy 9 (Sender School Communication)
  1. Collaborate with goal champions to facilitate communication and professional learning opportunities with sender districts.
  2. Collaborate with goal champions to create an effective articulation model as curriculum work is completed.

Next Steps

  • Administer student, staff and family surveys in the fall to collect baseline data.

  • PTAC will receive updates from the curriculum program teams on Oct. 5, and talk about earned honors credit on Nov. 2.

You can access the update by visiting https://bit.ly/3xVB29W.

Return to School Plan
The administration provided the board with an update about its return to school plan for the 2021-22 school year. This update included the following information.

  • Highlights from the 2020-21 school year
  1. Guiding principle was to maximize the amount of in-person instruction that could be offered in accordance with the guidance issued by the Illinois Department of Public Health (IDPH) and Illinois State Board of Education (ISBE).
  2. R3 Committee and administration maintained the health and safety of students and staff with each schedule that was implemented during the school year.  
  3. There were no outbreaks of COVID-19 in the district.
  4. During the last quarter of the school year, we were able to resume in-person instruction on a full-time basis that followed the normal bell schedule.
  5. We served as a vaccination site for our community (students, staff, parents/guardians and community members) on multiple occasions.

  • Opening the 2021-22 school year
  1. The guiding principle across the country is that every effort should be made to ensure that students are educated in person on a full-time basis.
  2. The Centers for Disease Control and Prevention (CDC) released updated guidance for schools on July 9.
  3. IDPH adopted the guidance from the CDC.
  4. ISBE announced that the revised guidance would go into effect immediately.
  5. Still waiting on updated information (e.g., FAQ and Decision Tree for Contact Tracing) from IDPH that addresses the various operational issues that all districts had to adhere to during the 2020-21 school year.
  6. Per the current guidance from the CDC and IDPH, wearing face coverings in our buildings during the 2021-22 school year will be optional for everyone, but strongly encouraged for those who are not vaccinated. However, face coverings will have to be worn by everyone when they are riding on a school bus.  
  7. District 86 will return to in-person instruction on a full-time basis for all students.
  • Promote opportunities for students, staff and families to be vaccinated.
  • Maintain mitigation protocols regarding ventilation, hand hygiene, cleaning buildings and social distancing (3 feet).
  • Continue to respond to updated guidance from health organizations and ISBE.
  • Continue to provide additional supports for students based on SEL and academic needs from the previous school year.
  • Resume the traditional bell schedule for instruction and lunch.
  • The remote learning option that was offered last school year is no longer available.
  • Students and staff should stay home when they are sick.

  • Data dashboard for the 2021-22 school year
  1. The district has shifted to the CDC's COVID Data Tracker, which provides updated information (e.g., level of community transmission, cases, vaccinations, etc.) for counties on a daily basis.
  2. DuPage County is currently in a moderate level of community transmission. The schools will continue to notify students, staff and families when there is a positive case in their building.
  3. Vaccinations in DuPage County - 45% of people ages 12 to 17 are fully vaccinated; 70% of the county's eligible population (ages 12 or older) has received at least one dose.
  4. The health services departments for Hinsdale Central, Hinsdale South and the Transition Center are collecting proof of vaccination for our students. This information will help us finalize our plans for the fall. It will enable us to adjust or modify those plans should there be updates to the health guidance for schools or changes in the transmission level for the community. It will also streamline the contact tracing process and make it easier to identify who will need to quarantine should we experience a positive case. If we do not receive this information for a student, we will operate under the assumption that they have not been vaccinated.

  • Close contacts and quarantine
  1. A close contact is anyone who is not vaccinated (with or without a face covering) who was within 3 feet of a confirmed case of COVID-19 (with or without a face covering) for a cumulative total of 15 minutes or more in a 24-hour period during which the person with COVID is deemed to have been infectious. At this time, IDPH and the CDC recommend that a person who is a close contact quarantine for 14 days. However, the CDC has also provided options for reducing the duration of the quarantine period that local health departments may implement using symptom monitoring and diagnostic testing. You can access information about those options by visiting https://bit.ly/3BzE85o.
  2. Students who need to quarantine will receive assistance and support from the Student Success Center in a manner that is similar to what is offered in response to other short-term absences.
  3. ESSER funds will be used to hire additional staff to help support any student who needs to quarantine.
  4. There will be no classroom instruction conducted via Zoom for students who are quarantined.

  • Next steps
  1. Continue to monitor guidance (e.g., vaccination, face coverings, lunch, social distancing, quarantining, etc.) from DuPage County Health Department, IDPH and ISBE.
  2. R3 Committee meetings following the release of updated guidance.
  3. Present the final recommendation for the opening of school during the board meeting on Aug. 12.

You can access the update by visiting https://bit.ly/3isPobj.

Board - New Business
During the portion of the meeting that was dedicated to new business, the board discussed a potential framework and fiscal considerations for offering multiple science pathways at Hinsdale Central and Hinsdale South. This discussion was focused on a presentation by the administration that featured the following information.

  • Identified areas for improvement
  1. The district's science curriculum had not fully integrated all of the Next Generation Science Standards (NGSS) that will be assessed on the Illinois Science Assessment (ISA), most notably in the area of earth science. The only way students would have been exposed to all of these standards is if they selected courses in each of the four science content areas before their senior year.
  2. The science curriculum at Hinsdale Central lacked a sequence that built on content and concepts from one year to the next.
  3. Science teachers had few opportunities to collaborate over common curriculum, assessments and instructional practices.

  • Identified solutions for addressing the areas for improvement
  1. Earth science standards were embedded across all newly written courses to be taken by junior year.
  2. New courses were written with a sequence in mind so that each one provides a foundation for the next.
  3. Aligned courses are based on aligned standards in order to provide opportunities for collaboration on practices and assessments.

  • Board request for information about the cost of writing and running different sequences - things to note and factors to consider
  1. Student course selection determines staffing and teacher schedules - i.e., when students select courses in January/February (freshmen in the fall), the staffing process officially begins.
  2. Staffing decisions are typically made using very precise information, and are completed over the course of two to three months.
  3. The district maintains a ‘flat staffing’ fiscal position - i.e., adding staff in one department means considering ways to offset those increases with reductions in other services or departments.
  4. Factors to consider - staffing (FTE), teacher/course preparations and classroom space, content certifications, class size and scheduling conflicts, and curriculum development and writing.

  • Three options to consider
  1. Stay the course - continue with the aligned sequence that is based on the goals of the board-approved strategic plan.
  2. Modify the course - continue with the aligned sequence, and provide students with the option to enroll in new courses outside of it (e.g., Biology of the Living Earth or AP Physics 1 as freshman options).
  3. Chart a new course - create and implement two separate sequences (Physics-Chemistry-Biology, which is the current sequence, and Biology-Chemistry-Physics, which would need to be written).

  • Instructional and practical value of a sequenced curriculum
  1. Instruction is more coherent when the teacher plans lessons, activities, and assessments with the knowledge of what the student has already learned and will be expected to know/do in the next unit and future courses in the same content.
  2. Students can feel confident that they are prepared for the concepts on local/state/national assessments (e.g. final exams, ISA, SAT, etc.) and the next course in the sequence because the courses have been aligned to hit all targets and standards.

  • Costs and considerations for staying the course
  1. No change for staffing, preparations and space, certifications, or curriculum development and writing.
  2. No new scheduling conflicts.
  3. No new concerns regarding class size.
  4. All curriculum development and writing for the last two years has assumed this model.
  5. The sequence was created by science teachers, special education teachers, curriculum leaders and administrators.
  6. All course curriculum is logically and practically sequenced.
  7. There is greater access to AP Biology.
  8. Having a single sequence significantly reduces concerns about staffing, certification and scheduling conflicts.
  9. Having a single sequence increases the availability of courses due to the fact that more sections of the same course are being offered.
  10. Students experience all four core science content areas before the end of their junior year.
  11. The main challenge with staying the course is that a portion of the community has indicated a desire for their students to have the option of taking biology as freshmen.

  • Costs and considerations for modifying the course
  1. Staffing - For every section added that is below the district's class size parameters, there would be a cost of .2 FTE (approximately $20,000). We estimate needing a minimum of 0.6 FTE at Hinsdale South with the addition of AP Physics 1, Biology of the Living Earth Honors and AP Physics C-M.
  2. Preparations and space - Increasing the number of course offerings (three at Hinsdale South) adds complexity and workload to scheduling teacher ‘preps’ and classroom use.
  3. Certifications - For every physics section that is removed, there would be a reduction of the FTE for existing physics teachers. At this time, only one current District 86 teacher is dual certified in biology and physics.
  4. Scheduling conflicts - The likelihood of singleton courses will increase on both campuses.
  5. Class size - With five course options (three additional) at the freshman and junior levels, the likelihood of low enrollment (under 14) in classes increases.
  6. Curriculum development and writing - Additional time and funding would be needed to write and align new courses, most notably Biology of the Living Earth Honors and AP Physics 1.
  7. Maintains a logical course sequence as a recommended science pathway for the district.
  8. Adds an option to start with biology via the Biology of the Living Earth course.
  9. Adds AP Physics 1 as an option.
  10. Maintains the integrated earth science standards in most years.
  11. Removes the benefit of a sequence (for students and teachers) when starting in biology.
  12. Creates mixed grade level classes.
  13. Students starting in Biology of the Living Earth would be taking a course designed as a third year sequenced science course.
  14. Uneven exposure to earth science and physics standards depending on the student’s entry point.
  15. Need time to write and align the new courses.
  16. Expect to experience decrease enrollment in AP Biology.

  • Costs and considerations for charting a new course
  1. Staffing - For every section added that is below the district's class size parameters, there would be a cost of .2 FTE (approximately $20,000). If the biology class is within class size parameters, a section of physics would be removed and a physics teacher will lose .2 FTE. We estimate needing a minimum of 1.0 FTE at Hinsdale South with the addition of five new courses.
  2. Preparations and space - Increasing the number of course offerings (five at Hinsdale South) adds complexity and workload to scheduling teacher ‘preps’ and classroom use.
  3. Certifications - For every physics section that is removed, there would be a reduction of the FTE for existing physics teachers. This could be a yearly concern based on student choice.
  4. Scheduling conflicts and class size - With five additional course options at the freshman, sophomore and junior levels, the likelihood of small (under 14) classes and increased singletons is inevitable on both campuses.
  5. Curriculum development and writing - Additional time and funding would be needed to write and align new courses. Estimate it will take one to two years to complete.
  6. Fully aligned sequence regardless of content entry point.
  7. Students starting in biology may miss content in either physics or earth science during their high school career, and would definitely miss it by their junior year (SAT/ISA) unless they double up.
  8. A minimum of five additional courses will need to be written and aligned to NGSS standards.
  9. Scheduling complications (small class size and singletons).
  10. Staffing complications (FTE additions and certifications).
  11. Would create the likelihood that teachers would have three different course preparations.
  12. Charting a new course in science would likely have implications across other subject areas, most notably when it comes to running classes outside of the district's class size parameters. The estimated cost of unstacking and running all of the classes requested by students (additional 54 classes at Hinsdale Central and 28 classes at Hinsdale South) would be $1.64 million. This would also create potential challenges in terms of room availability and schedule conflicts.

  • Next steps
  1. Based on the direction provided by the board, the district will bring a recommendation to the science curriculum development and writing teams for discussion and planning
  2. The board will need to provide the administration and HR Committee with direction on course/class size parity and changes to the district's staffing framework.
  3. The board will receive a presentation about the earth science standards for Physics in the Universe, Chemistry of Earth Systems and Biology of the Living Earth during its meeting on Oct. 14.
  4. The board will discuss recommendations for the program of studies during its meeting on Oct. 28. These recommendations will include ones for the science sequence.

You can access the presentation by visiting https://bit.ly/3BymPBN.

Following the presentation and discussion of the three options (stay the course, modify the course or chart a new course), the board gave the administration direction to further explore/pursue modifying the course.

Committee Reports
Members of the joint Facilities and special committee provided the board with a report from their meeting on July 9. During this meeting, the committee received updates about the construction schedule and financials. After receiving these updates, the committee toured the construction sites at Hinsdale South.

In addition to receiving the report mentioned above, the board voted to release the draft minutes from this meeting as part of the consent agenda.

Consent Agenda
The board approved the consent agenda as presented. The consent agenda includes personnel, stipends, board bills and meeting minutes. Please visit https://bit.ly/2TrnuDW to access the consent agenda items beginning under number 10.

Approve the District's Consolidated Application for Federal Funding
The board approved the district's consolidated application for federal funding. The application includes information about how the district intends to spend funds across all eligible federal grant programs (e.g, Title 1, Title 2, IDEA, etc.) associated with the Every Student Succeeds Act.

You can access additional information about this agenda item by visiting https://bit.ly/3rqLfZv.

Superintendent’s Report
Superintendent Tammy Prentiss mentioned the tour of the construction sites at Hinsdale South that she participated in after the joint Facilities and special committee meeting on July 9. She expressed her appreciation to Pepper Construction, ARCON Associates and Cotter Consulting for the way they have effectively managed all of the Future Ready Facilities projects. She also thanked them for always being willing to go out of their way to meet the district's needs and keep the work they are doing on time and under budget.

Superintendent Prentiss thanked the technology department and Keith Bockwoldt, who is the district's chief information officer, for their tireless efforts and persistence in securing devices for our students and staff at a time when districts are facing supply shortages. She shared that, as of this week, we have received all of the devices our schools will need for the year.

Superintendent Prentiss thanked the principals, administrative team and human resources department for the work they have done over the past few months to fill the open positions in our district. She said that all certified vacancies for the 2021-22 school year have been filled.

Superintendent Prentiss also mentioned the positive and productive conversations that took place during the Parent-Teacher Advisory Committee meeting on July 19, and shared that a summary of the session will be provided during an upcoming board meeting.

FOIA Requests
The board received information about the FOIA requests that have been processed since its last regular action meeting. This information included the names or titles of the individuals and departments who helped respond to the requests, a summary of the records that were requested and who asked for them, and trend data about the number of requests that have been processed and the legal fees the district has incurred in responding to them.

You can access additional information about this agenda item by visiting https://bit.ly/3zrbvFI.

Operational Calendar and Future Agenda Items
The board reviewed and discussed its operational calendar for the year. It also talked about potential agenda items for future meetings, including:

  • The continued discussion about the board's community engagement plan
  • 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 Academic Reading (AR) and G-level courses.
  • A discussion about the district's insurance.

You can access additional information about this agenda item by visiting https://bit.ly/3zruEaM.

The meeting adjourned at 11:19 p.m. The video for this meeting will be available in the next day or two at https://d86.hinsdale86.org/Page/556.
Future Board Meetings
Thursday, August 12, 2021 at 6 p.m. 
Committee of the Whole Meeting
Hinsdale South Library

Thursday, August 26, 2021 at 6 p.m. 
Regular Action Meeting
Hinsdale South Library

Thursday, September 16, 2021 at 6 p.m. 
Committee of the Whole Meeting
Hinsdale South Library