Good News
Principal Bill Walsh provided the board with the following news, information and updates from Hinsdale Central.
- Hinsdale Central is among the 325 schools from across the country that have been named a 2021 National Blue Ribbon School. The U.S. Department of Education awards this recognition on an annual basis to affirm the hard work of educators, families and communities in creating safe and welcoming schools where students master challenging and engaging content.
- Twenty-one students from Hinsdale Central were named National Merit Semifinalists and will compete for the 7,500 National Merit Scholarships worth nearly $30 million that will be offered in the spring. An additional 53 individuals from Central were recognized as Commended Students by the National Merit Scholarship Program for their performance on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT).
- Senior Alexandra Collins has been selected as one of the winners of the 2021 Gloria Barron Prize for Young Heroes. This annual award, which was established by author T. A. Barron in 2001, honors 25 outstanding young leaders ages 8 to 18 who have had a positive impact on people, their communities and the environment.
Principal Arwen Pokorny Lyp provided the board with the following news, information and updates from Hinsdale South.
- Several individuals from Hinsdale South were recognized as Commended Students or National Semifinalists by the National Merit Scholarship Program for their performance on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). Those who were named Semifinalists will compete for the 7,500 National Merit Scholarships worth nearly $30 million that will be offered in the spring.
- Senior Mia Yen has been selected for the College Board's National Hispanic Recognition Program.
- Vespa, which is Hinsdale South's yearbook, earned a rating of All-American from the National Scholastic Press Association (NSPA). This means that NSPA ranked the publication among the top 5% in the nation.
- The world language department announced the results of the contest it held on Duolingo over the summer. These results included the names of the students who finished in the top 10 in overall points, as well as those who earned the highest score for an individual language.
- The school's math team had two first place finishes and several second place finishes during its first meet of the year.
- The boys golf team took third place at its conference tournament. The team was led by Billy Gneiser, who finished in first place and earned All-Conference honors along with Tommy Gneiser and Joe Pantoni.
- Members of the Hinsdale South school community, including several students, Principal Pokorny Lyp and social studies department chair Kathy Lencioni, were invited to participate in the "Darien Honors Darien, Connecticut Residents Lost in 9/11" commemorative ceremony held on Sept. 11.
- South is celebrating Hispanic Heritage Month. This year's theme is "Esperanza: A Celebration of Hispanic Heritage and Hope."
District 86 Grading Practices
The administration provided an executive summary of the changes to the district's grading practices that are being implemented this year. Below is the information that was included in the summary.
- The origins of the district's Learning Leadership Team (LLT)
- Formed, in part, to help address the discrepancies in grading practices and reporting systems across the district.
- Initial work focused on the alignment of the district's grading practices in accordance with Goal 1 of the strategic plan and policy 6:280 (Grading and Promotion).
- Team is currently composed of more than 40 teachers, department chairs and administrators who represent all academic departments across the district.
- Grades communicate achievement on course objectives and support meaningful student learning and growth.
- Accurate - A grading system must accurately communicate a student’s academic ability.
- Actionable - A grading system must provide a student, parent/guardian, counselor, and interventionist an indication of what the student needs to do to remediate, maintain or enrich their coursework.
- Accountable - A grading system must hold students accountable for demonstrating the knowledge/skill required to complete each course.
- Musts for a grading scale/practice
- Meet the needs of different content areas (different assessment types).
- Allow teacher innovation and creativity when designing instruction/assessments.
- Focus on achievement instead of behavior.
- Common framework for gradebook categories
- Summative assessments (70-100%) - All assignments used to assess a student’s mastery of content or skills that are explicitly taught and linked to course objectives. Examples include unit tests, essays, projects, labs and performances.
- Formative practice and academic preparation (0-30%) - All assignments used to prepare students for or reinforce content or skills that will be measured with a summative assessment. Examples include quizzes, homework and class participation.
- Learning readiness (0-10%) - Anything else that the building course team feels is essential for communicating accountability, action and/or accuracy. Examples include social and emotional learning components.
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Data showing the category splits being used by district courses this year.
- In the past, many extra credit assignments were contingent upon students making purchases outside of class (e.g. donations of school supplies or food items). This practice eliminated opportunities for students who did not have the financial means to participate.
- If all grades should be based on what a student knows or can do in a subject area, then the expectation should be the same for all graded extra credit assignments.
- Students may continue to see extra credit in the form of graded bonus questions on assessments, challenge opportunities on assignments, and opportunities in class to extend their knowledge.
- Extra credit will continue to be offered at the teacher's discretion with the following caveats - it must be tied directly to academic content and cannot be offered as a stand-alone assignment.
- Context for grading changes
- Prior to 21-22, the vast majority of course teams had weighted categories. The most common weight distribution was 70% summative and 30% formative. A significant number of courses have maintained this distribution.
- Prior to 21-22, many course teams had already moved to an equal interval gradebook, which essentially eliminated zeros prior to the creation of the district's common grading scale.
- Courses with larger intervals for letter grades have discussed how the change in the scale impacts their students, and have taken a few different approaches to help address it - redesigned assessments (was already happening on a frequent basis); applied a mathematical curve to unchanged assessments to equalize the score without altering the rigor of the established assessment (similar to AP scoring); and created re-assessment opportunities.
- Next steps for LLT - 2021-22
- Implement, evaluate, and revise the common grading scale, common gradebook categories (by department course teams) and extra credit parameters.
- Engage all staff in discussions about late work and reassessment practices during Flexible Learning Days.
- Discuss districtwide consistency with gradebook categories in content areas.
- Next steps for LLT - 2022-23
- Implement common gradebook categories across the district.
- Discuss academic integrity policy.
Efficacy of G-Level Classes
The administration has recommended that the last of the G-level math and science classes at Hinsdale Central be phased out in the next three years (all G-level was phased out at Hinsdale South in 2018) and replaced with either blocked courses or paired intervention classes (e.g., Academic Reading).
Based on this recommendation, board members requested information that will help them assess the efficacy of the G-level classes. Below is the information the administration provided in response to that request.
- Background information about G-level courses
- Stands for general level and is an academic track for students who struggle in a content area.
- Designed for students who are performing below regular or college preparatory expectations.
- Not designed as a self-contained special education class (self-contained classes also exist, but only for students with a qualifying IEP).
- Major topics are covered, but the depth of content and skill standards are modified in order to facilitate a slower pace.
- Historically used as an intervention option.
- G-level curriculum compared to regular track (college prep) curriculum with the same or similar title
- G-level offers a separate curriculum with modified content objectives or a modified curriculum that is spread out over a longer period of time (two years).
- G-level courses have historically offered targeted reading interventions in place of subject area content, most notably in science. Students would use Achieve 3000 (individual, computer-based literacy acceleration program) during their science class.
- G-level curriculum in math is designed to prepare students for the next G-level course in the sequence as opposed to a regular level course.
- Resources/texts used in G-level courses compared to those used in college prep courses with the same or similar title
- Biology G: Life iScience - seventh grade text.
- Earth Science G: Earth and Space iScience - sixth grade text.
- Algebra 1 Part 1/Part 2: Big Ideas Math: Algebra 1 - same text as college prep courses, but covered over two years.
- Geometry G: Geometry: Common Core - same text as college prep courses, but with reduced depth.
- Algebra 2 G: Big Ideas Math Algebra 2: Common Core - same text as college prep courses, but with reduced depth.
- Approximately 6% of students exit G-level math and 25% exit G-level science for grade-level or honors classes.
- Of the students who start in a regular level class their freshman year, 28% advance to an AP class (AP Biology) by their junior year.
- Those who recommend offering G-level believe it is easier to personalize curriculum for struggling learners (less differentiation required). In addition, parents/guardians often support the practice because their children receive good grades.
- Those who oppose offering G-level argue that the practice lowers expectations and outcomes; negatively impacts academic confidence; offers few opportunities for enrichment or advancement; and increases racial and economic disparities. However, there is support for continuing tracking for advanced learners.
- Alternatives to a G-level course or track in District 86
- Paired literacy or numeracy courses are currently utilized at Hinsdale South and Hinsdale Central.
- Students identified as needing academic support in math and/or reading are enrolled in an Academic Reading or Algebraic Reinforcement course in addition to a course that is on grade level. The criteria for identifying and enrolling students in these courses is the same as what is used for G-level courses.
- Paired courses focus on foundational grade level skills; backfill prior knowledge; pre-teach and reteach concepts; and provide a temporary intervention while students matriculate through grade-level courses.
- Content interventionists push-in support in English, math, science and social studies courses.
- The average SAT math and evidence-based reading and writing scores of Central students in G-level classes do not meet the Illinois state benchmarks.
- Approximately 8% of juniors from Central who are enrolled in G-level math classes and 24% of juniors from Central who are enrolled in G-level science classes meet the Illinois state benchmarks.
- Student growth in G-level classes is exceeding the expected MAP growth during freshman year (nationally normed). However, this growth is equal to or below the rate achieved by students in regular level classes.
- Despite better than expected growth, students in G-level classes begin high school with notable academic deficits and do not reach the same academic level as peers who are in regular level classes.
- The growth of students in G-level classes continues to lag behind the growth of students in regular level classes.
- Students enrolled in paired intervention classes at Hinsdale South are nearly matching the academic growth of students in math, and are exceeding the growth of students in regular evidence-based reading and writing classes by three points.
- Students enrolled in paired intervention English classes at Hinsdale Central are exceeding the growth of students in regular evidence-based reading and writing classes by two points.
- G-Level courses are disproportionately made up of BIPOC students, students with IEPs and low-income students.
- Response of the curriculum alignment process to the data and research about struggling students in low-tracked courses
- Program teams have been discussing and recommending the replacement of G-level and ‘de facto’ G-level classes with appropriate grade-level courses.
- Professional development is focused on equipping teachers with the tools to reach all students.
- Continue to support the model of content interventionists for English, math, science and social studies.
- Continue to support the discussion and recommendation of “in addition to” and blocked intervention options as course sequences.
- Continue to replace all G-level courses over the next three years.
- Continue to review and evaluate paired intervention courses to ensure that they meet the needs of individual students with identified deficits in reading and math.
- Continue to evaluate the content interventionists.
- Augment the use of internal and external (e.g. NWEA-MAP and PSAT) assessments to identify when students are struggling and provide them with direct, individualized support.
- Continue to create pathways for students to move from regular level to honors level.
- Implement acceleration courses in math for students who might be ‘late bloomers’ or who have charted a path through math that includes acceleration.
- Maintain a robust honors/AP/accelerated program of studies for advanced learners.
You can access the information that the administration shared with the board by visiting
https://bit.ly/3AVkiB3.
2021 Summer School Report
The summer school co-principals provided the board with a report regarding the 2021 summer school program. Below is the information that was included in the report.
- Numbers were low because most of the students who needed to make up credits enrolled in Edgenuity courses.
- Incoming Freshman Seminar
- Course for the most at-risk rising ninth graders.
- Students worked on reading strategies for half the day and algebra strategies for the other half of the day. Students also worked on study and note-taking skills, heard from school administrators during virtual guest speaking opportunities, and gained an understanding of freshman academic and behavioral expectations.
- Summer course for students who passed Algebra 1 in eighth or ninth grade, but had not taken geometry.
- Provided students with an opportunity to enhance their algebra skills and build a foundation for success in future high school math classes, including geometry.
- Summer school principals worked with the feeder schools, guidance counselors, and math department chairs to identify current students who would benefit from taking this course; also used Measures of Academic Progress (MAP) scores to identify incoming ninth graders for the class.
- Geometry Acceleration course
- One of the biggest successes of the summer school program.
- Math department chairs and interventionists used MAP growth math scores and grades to identify higher achieving Algebra 1 students who might be interested in or benefit from taking the course.
- Students were invited to accelerate a year ahead in the math sequence, which would enable them to take AP Calculus by their senior year.
- Eighteen students increased their future opportunities in math by taking this full-year course over the summer.
- Course advancement or graduation requirement
- Enrollment of 292 students.
- Online format greatly benefited these students. They appreciated the flexibility of the virtual format, which enabled them to have jobs and participate in sports.
- Though not a graduation requirement, 24 students enrolled in the Etymology class. The summer school principals received a lot of positive feedback about this course.
- Considerations for the 2022 summer school program
- Tentative schedule for credit bearing courses - June 13 to July 1 for first semester; July 5-25 for second semester.
- Tentative schedule for enrichment courses and workshops - June 13-30 for session one; July 5-21 for session two.
- The 2022 summer school program will be the first to fully utilize Infinite Campus, which is the new student information system the district will be transitioning to starting in the spring. This system will be used to enroll students in summer school courses and process fee payments. With this in mind, it is important that we clearly communicate how to access/use Infinite Campus to ensure there is a smooth transition.
- Students, teachers and parents/guardians have expressed interest in increasing the flexibility of summer school programming. One potential way to achieve this goal is by changing the weekly schedule for in-person instruction from five days to four days and creating three-day weekends for the duration of the program. This schedule would align with the ones for our Extended School Year program and the summer school programs offered by a number of our neighboring districts. This change would reduce the number of contact hours per semester from 75 to 60. However, 60 is the required number of hours for an ISBE-approved summer course. Another way to increase flexibility is by offering a menu of credit bearing and enrichment courses in a blended or fully remote format. Some of the courses that could be considered for this format include Science Inquiry and Research (SIR), Health, Consumer Economics, Civics, Advanced Geometry and Etymology.
Approve School Maintenance Grant Program Application
The board approved the district's application for the Illinois State Board of Education's School Maintenance Grant Program for fiscal year 2022. This program awards dollar-for-dollar matching grants up to $50,000. If the district's application is approved by the state, the money will be used to replace windows at Hinsdale Central that are beyond their useful life.
Committee Reports
Members of the Policy Committee provided the board with a report from their meeting on Sept. 13. During this meeting, the committee:
- Reviewed the policies, administrative procedures and exhibits that were featured in the most recent update issued by the Illinois Association of School Boards' Policy Reference Education Subscription Service.
- Proposed revisions to several policies that were presented for a first reading and approved as part of the consent agenda for this meeting because none of them featured substantive changes to the policy language.
Members of the Finance Committee provided the board with a report from their meeting on Sept. 22. During this meeting, the committee received a presentation from Gallagher, which serves as the third-party administrator for the Educational School Insurance Cooperative (ESIC). ESIC is an insurance pool that District 86 is a member of for property and casualty insurance.
The presentation provided background information on the creation of the ESIC pool, an overview of the insurance marketplace, and the renewal expectations for the upcoming policy year, which begins on Nov 1. Below are the key takeaways from this presentation.
- There are significant challenges in the property and casualty markets due to the unprecedented number of extreme weather events that have occurred across the country, as well as large settlements/verdicts stemming from sexual abuse and traumatic brain injury cases.
- The cyber liability market is undergoing rapid changes due to an increase in the frequency of claims and the costs associated with them.
- The renewal includes an anticipated increase in property, liability and excess coverages, and minimal cost changes to the ancillary lines of coverage. Cyber coverage could see costs increase to double what they were last year. This coverage is also being moved from the pool level to each district individually.
Members of the Deferred Compensation/Investment Committee provided the board with a report from their meeting on Sept. 22. During this meeting, the committee:
- Reviewed a draft of its charter.
- Reviewed the contribution data and assets that are under management. The total plan assets in the third quarter exceeded $20 million.
- Reviewed and discussed the second quarter performance reports.
- Discussed the possibility of holding financial advisory meetings with employees in early or mid November.
Members of the Insurance Committee provided the board with a report from their meeting on Sept. 22. During this meeting, the committee:
- Reviewed a draft of its charter and discussed the possibility of changing its name to something that would more accurately reflect and represent its charge. The topic of a name change will need to be discussed during negotiations with the Hinsdale High School Teachers Association since it would require making changes to language in the group's contract.
- Reviewed plan performance, which has trended favorably during 2021 and resulted in the strengthening of the Self-Insurance Fund's reserves.
- Discussed the renewal for 2022, which is anticipated to result in a 0.3% financial increase year-over-year. This translates to a 1.7% increase in premium equivalent rates across the plans. The committee is recommending that the increase be applied in a unified manner across all three plans.
- Received information about biometric screening dates for employees.
- Learned that the Wellness subcommittee will be recruiting members.
Following the report from the Insurance Committee, the board approved the committee's recommendation to increase the employee premium equivalent rates year-over-year as follows: PPO (1.7%), HSA (1.7%), and HMO (1.7%). These changes will go into effect Jan. 1, 2022.
The board also voted to release the draft minutes from each of these meetings as part of the consent agenda.
After the board members received the updates referenced above and took action on the recommendation from the Insurance Committee, they got a brief report about the joint Facilities and special committee meeting that was scheduled to take place on Sept. 24. The committee was unable to hold an official meeting because it did not have a quorum of members in attendance. However, those who were present had an informal discussion about the items on the agenda, which included:
- The district's application for the School Maintenance Grant Program.
- An update on the construction schedule.
- An update about the financials for Phases 1 and 2 of the referendum work.
- An update on the possibility of converting the heating system at Hinsdale Central from steam to hot water.
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/3kTQ8IF to access the consent agenda items beginning under number seven.
Board President's Report
Board President Terri Walker congratulated all of the students from Hinsdale South and Hinsdale Central who were recognized by the National Merit Scholarship Program for their performance on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). She also said that she is looking forward to attending the breakfast events both schools are hosting to honor these students.
Board President Walker congratulated Hinsdale Central on being named a 2021 National Blue Ribbon School.
Board President Walker concluded her report by sharing that she attended the Culture and Equity Leadership Team (CELT) meeting on Sept. 23, and enjoyed the discussions that people engaged in during the session.
Superintendent’s Report
Superintendent Tammy Prentiss shared that she is looking forward to attending the National Merit breakfast events and honoring the students who earned recognitions.
Superintendent Prentiss also mentioned that the state has made additional changes to its COVID-19 guidance, and is scheduled to issue an update on its Test-to-Stay protocol. She shared that the district has had initial internal meetings about the rollout of the testing program being implemented in partnership with Northshore Clinical Labs. The topics that have been discussed include protocols/logistics, consent and communications.
Treasury and Financial Reports
Per its regular cadence of reporting, the administration provided the board with the treasury and financial reports for August 2021. You can access the treasury report by visiting
https://bit.ly/3F9lmUg and the financial reports by visiting
https://bit.ly/3F3dHXH.
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.
Operational Calendar and Future Agenda Items
The board reviewed and discussed its operational calendar for the year. It also talked about possible agenda items for future meetings, including:
- A discussion among board members about the district's grading practices. This is scheduled to take place in November.
- A conversation about information sharing among board members. This is scheduled to be discussed during the board's self-evaluation on October 18.
