HINSDALE TOWNSHIP
High School District 86
Board Briefs Logo
May 26, 2021
Regular Action Meeting
Hearing about and Approval of the Amended Budget for Fiscal Year 2021
The board held a public hearing about amendments to the budget for fiscal year 2021. During the hearing, the administration presented the amended budget to the board, and community members were given the opportunity to comment on the proposed changes. When the hearing concluded, the board approved the amended budget, which can be accessed by visiting https://bit.ly/3wyuPiS.

Good News
Principal Arwen Pokorny Lyp from Hinsdale South shared that the school welcomed new members into its World Language Honor Societies. She said that selection for these
societies is based on scholarship (in general and in the language of study), active participation
in world language activities, and personal interest in all things related to French, German, Latin and/or Spanish. She also recognized rising senior Kareem Chahin for earning entry into the honor societies for French and Spanish.

Principal Bill Walsh from Hinsdale Central shared that rising senior Shriya Mehta was recognized by the United Nations Association of the USA (UNA-USA) and InnerView Technologies in conjunction with their 4th Annual National Community Service Awards. He said that Mehta earned an Ambassador Award for completing at least 100 hours of community service, and a Zero Hero Blue award for completing at least eights hours of service toward Global Goal 2 (end hunger, achieve food security and improved nutrition, and promote sustainable agriculture). He also mentioned that Central is looking forward to the IHSA state series tournaments being held this summer.

Update on Goal 1 of the Strategic Plan - Math Curriculum Alignment 
Members of the Math Pathways Team provided the board with an update on the status of the curriculum alignment work they are conducting in conjunction with Goal 1 (Student Growth and Achievement) of the district's strategic plan, which is focused on ensuring that all students are engaged in a rigorous education resulting in college, career and life readiness. This update included the following information.

Overview


  1. Maintain and expand a program of excellence for our most advanced students in math - i.e., those entering the district who have successfully completed algebra and geometry in middle school.
  2. Move the middle to higher levels of success through increased, personalized choices, expanded advancement/enrichment pathways, and the targeted application of and connection to mathematical concepts.
  3. Provide equitable opportunities for students who struggle with math when they enter high school by charting a path that challenges them with grade-level curriculum, and supports them through the use of traditional and innovative systems.

  • The components of the curriculum work in math.
  1. Align curricular outcomes in all AP courses to ensure academic readiness for College Board exams.
  2. Increase opportunities for students to take fourth year math courses designed to meet their future goals.
  3. Provide equitable opportunities for all students to master college preparatory math skills.
  4. Integrate math concepts into core math courses.

Equitable Opportunities in the Math Program Plan

  • Graduation requirements - must have three credits for math courses, with geometry content featured in at least one of them.
  1. For the classes of 2017-2020, 94% of students from Hinsdale Central took four years of math.
  2. For the classes of 2017-2020, 89% of students from Hinsdale South took four years of math.

  • Expansion of fourth year options.
  1. Additional elective courses are being developed to encourage more students to enroll in four years of high school math.
  2. Expanding options beyond the core sequence will appeal to students of all backgrounds and future career paths.
  3. Additional courses are being developed with a focus on real-world applications of math.
  4. All five AP math and computer science classes will continue to run and be part of the district's curriculum.

  • Tier 2 or G-level classes.
  1. G-level is an education track between Essential and College Prep that is designed to cover the major content topics of the course, but at a modified pace. G-level curriculum and assessments are aligned to reduced standards when compared to their College Prep counterparts. 
  2. G-level courses are a track in math and science at Hinsdale Central only. The vast majority of students who start high school in a G-level course remain in that track - i.e., the opportunity to move up to grade-level College Prep coursework is rare.
  3. G-level courses are not in alignment with the district's equity statement because students who are currently tracked in those classes are not being exposed to higher instructional expectations, which means they are not being offered the equality of opportunity.
  4. There are no G-level courses offered in elective areas. There have been no G-level courses offered in English or social studies at Hinsdale Central or Hinsdale South since 1998. There have been no G-level courses offered in science or math at Hinsdale South since 2018.
  5. Hinsdale Central currently offers five G-level courses (Biology, Earth Science, Algebra, Geometry, Algebra 2) that serve 215 students. These are the only G-level courses in the district. Over the next four years, these courses will be phased out, and students will be enrolled in College Prep courses with individualized support systems (similar to what they have in other courses) or an Essential course (only for students with IEPs).

  • Clarification of academic tracks in District 86.
  1. District 86 continues to offer three different ‘tracks’ or academic levels for students in all four core content areas - Essential (often referred to as Applied, Self-Contained or Foundational; requires an IEP); College/Career Prep; Honors/Dual Credit/AP.
  2. The three levels are fluid depending on the student’s post secondary plans.
  3. There are academic supports available at each level.

  1. Detracking reform has "appreciable effects on low-ability student achievement and no effects on average and high-ability student achievement."
  2. Detracking has been shown to reduce opportunity gaps.

  1. Sequence of courses for students who started in the G-level Algebra 1, Part 1 course freshman year. According to Central's program of studies, "successful completion of Algebra and Geometry in any sequence and enrollment in Algebra II/Trigonometry during or before junior year is ideal preparation for college standardized testing."
  2. Number of students who started in Algebra 1, Part 1 freshman year and went on to take a general education math course their junior year (154).
  3. Number of students who started in Algebra 1, Part 1, and: took a sequence of courses that finished with the G-level Algebra II/Trigonometry course their senior year (81 of the 154 or 53%); took a sequence of courses that finished with a fourth year option (Intro to Statistics 1 or College Prep Math) their senior year (55 of the 154 or 36%); never made it to the G-level Algebra II/Trigonometry course (12 of the 154 or 8%); or, took the general education version of Algebra II/Trigonometry their junior year (five of the 154 or 3%).
  4. Demographics of the students who took Algebra 1 or Algebra 1, Part 1 their freshman year.
  5. Demographics of the students who took the G-level Algebra II/Trigonometry course their junior or senior year after taking Algebra 1 or Algebra 1, Part 1 their freshman year.
  6. SAT performance data for the members of the class of 2020 who took Algebra II/Trigonometry their junior year or the G-level Algebra II/Trigonometry course their junior or senior year.

  1. Sequence of courses for students who started in the G-level Algebra 1, Part 1 course freshman year. According to South's program of studies, "successful completion of Algebra and Geometry in any sequence and enrollment in Algebra II/Trigonometry or Advanced Algebraic Topics during or before junior year is ideal preparation for college standardized testing."
  2. Number of students who started in Algebra 1, Part 1 freshman year and went on to take a general education math course their junior year (79).
  3. The number of students who started in Algebra 1, Part 1, and: took a sequence of courses that finished with Algebra II/Trigonometry or Advanced Algebraic Topics their senior year (three of the 79 or 4%); took Algebra II/Trigonometry or Advanced Algebraic Topics their junior year and took a fourth year class (Intro to Statistics 1 or College Prep Math) their senior year (47 of the 79 or 59%); took Algebra II/Trigonometry or Advanced Algebraic Topics their junior year and decided not to take a fourth year class their senior year (29 of the 79 or 37% ); or, took Algebra II/Trigonometry their junior year instead of Algebraic Topics (13 of the 79 or 16%).
  4. Demographics of the students who took Algebra 1 or Algebra 1, Part 1 their freshman year.
  5. Demographics of the students who took Algebra II/Trigonometry or Advanced Algebraic Topics their junior or senior year after taking Algebra 1, Part 1 their freshman year.
  6. SAT performance data for the members of the class of 2020 who took Algebra II/Trigonometry or Advanced Algebraic Topics their junior or senior year.

  1. Decision to remove the G-level track is independent of the decision to go with an integrated or traditional math sequence.
  2. Goal is to ensure that all District 86 students have access to a guaranteed and viable math curriculum.

  • Postsecondary Workforce Readiness (PWR) Act and transition math.
  1. PWR was signed into law in July 2016, and establishes a statewide system for transition math instruction that increases college readiness for high school seniors and reduces remedial education needs in college.
  2. High schools have been partnering with local community colleges to develop a transition math course (e.g., College Prep Math in District 86). Successful completion of a portability-approved course provides students with guaranteed placement into college-level math courses at all community colleges and accepting universities in Illinois.
  3. Only students who have completed their math graduation requirements are eligible for transition math courses. Removal of G-level courses will help ensure that all students have this as an option for their fourth year. 
  4. Transition math provides students with skills to meet their college/career goals and be successful in their courses; reduces the chances that a senior will need to take remedial coursework.
  5. Continuing to run G-level courses does not align with the district's equity statement or the mission of the math department.
  6. Removing G-level courses will help ensure that more District 86 students graduate with college-ready math skills.

  • Conclusions about G-level courses.
  1. District 86 has an overrepresentation of IEP, low income and Black students in remedial courses.
  2. G-level courses negatively impact the content that students see/experience prior to taking standardized tests. They also result in students needing to take (and pay for) remedial math courses in college.
  3. Removing the G-level courses will help ensure that more District 86 students graduate with college-ready math skills.

Math Pathways Core Content Options

  • Core content options analysis.
  1. A traditional curriculum separates mathematics into Algebra 1, Geometry and Algebra 2.
  2. An integrated curriculum weaves algebra, geometry and statistics into its courses, and emphasizes the connection, understanding and retention of the content being studied. The integrated courses are called Math 1, Math 2 and Math 3.
  3. Both pathways address the same standards, but are organized differently. This ensures that students have covered the core topics essential for the continued study of mathematics.


  • Example of how concepts such as simplifying radicals, radical functions and equations, triangle trigonometry and solving quadratic equations are connected in an integrated model versus a traditional model.



  • Areas of potential improvement based on SAT data for District 86 from September 2020. Questions on the test that were answered incorrectly most often were focused on the following areas:
  1. Problem-solving and data analysis. This component of the SAT focuses on the assessment of a student's ability to use ratios, percentages, and proportional reasoning, as well as describe graphical relationships and analyze data. 
  2. Analysis in science problem-solving and data analysis. This component of the SAT focuses on the assessment of a student's ability to apply reading, writing, language and math skills to answer questions in science contexts.
  3. Analysis in history/social sciences. This component of the SAT focuses on the assessment of a student's ability to apply reading, writing, language and math skills to answer questions in history and social studies contexts.
  4. Passport to advanced mathematics. This component of the SAT focuses on the assessment of a student's skills with analyzing, manipulating and rewriting expressions, interpreting and building functions, and reasoning with more complex equations.

  • Examples of research papers and studies that highlight how traditional and integrated math pathways feature the same skills, standards, and concepts, but differ in their order and how they approach them. The integrated pathway places greater value on cohesion, connection and depth of knowledge.

  • Abstract from a research study that showed that "students enrolled in integrated mathematics outperformed subject-specific students on an Algebra I exam (highly aligned with content), and performed equally on an Algebra II exam (poorly aligned)." It also showed that "high minority students in high-need schools demonstrated higher performance when they were enrolled in integrated mathematics."

  • Acceptance of course offerings.
  1. The NCAA has approved traditional (Algebra 1, Geometry, Algebra 2/Trig) and integrated math courses (Math 1, Math 2, Math 3) for numerous schools.
  2. Area schools that have switched to an integrated model have not reported any issues with college acceptance of these courses. 

  • Reminder about the program team's recommendation in October 2020, and a recap of the work that has been completed during the past seven months.
  1. Recommendation - "an integrated curriculum will best support our mission and goals, and enable us to provide the learning experience we want for our students. Through this curriculum, we will be able to foster a strong connection between and understanding of key ideas. We will also be able to help students develop skill proficiency and teach them how to effectively investigate, critique and apply knowledge."
  2. Recap - assembled a curriculum development team to further research the organization of an integrated core curriculum sequence; investigated the unit organization of the integrated core curriculum with the help of local districts that are using an integrated math model; began drafting units for Math 1, Math 2 and Math 3, being sure to address all of the Common Core State Standards for Math and the need to provide continuity for student experiences from one course to the next; and, shared initial drafts of units with departments and science chairs for feedback.


  • Work during the summer of 2021.
  1. Continue aligning AP Computer Science Principles, AP Computer Science A, AP Statistics, AP Calculus BC, AP Calculus AB for implementation in the fall of 2021.
  2. Assemble the curriculum writing team for Quantitative Reasoning and Functional Relationships to further develop the course for implementation during the 2022-23 school year.
  3. Articulate criteria for placement in the Quantitative Reasoning and Functional Relationships course for students in the class of 2026.
  4. Continue working with the writing team for College Prep Math to further develop the course, which will be implemented during the 2021-2022 school year.
  5. Use the feedback about the sequence of units that the curriculum development team received from the district's math department to further organize the curriculum in the three core courses.
  6. Continue reviewing textbook options for adoption in 2022-23.

  • Work during the 2021-22 school year.
  1. Review common final exams, policies and curriculum.
  2. Continue developing the Quantitative Reasoning and Functional Relationships course with help from various departments and feeder schools.
  3. Continue the dialogue with the College of DuPage and other DuPage County high schools about the implementation of transition math.
  4. Assemble the Math 1 writing team to further develop the course, continue collaborating with stakeholders and prepare for adoption in the 2022-23 program of studies.

  • Steps to be taken if the board directs the district to go with a traditional math pathway.
  1. Begin drafting units for Algebra 1, Geometry and Algebra 2, being sure to address all of the Common Core State Standards for Math and the need to provide continuity for student experiences from one course to the next.
  2. Integrate and align instruction in data analysis, statistics, applied probability, and connections to social and hard sciences (areas for standardized test growth).
  3. Share initial drafts of units with the math department and science chairs for feedback.
  4. Assemble the Algebra 1 writing team to further develop and align the course.

Conclusion 

  • Future direction by the board.
  1. Should the district continue its work on the alignment of AP courses as previously directed in conjunction with the board-adopted strategic plan? 
  2. Should the district continue developing additional fourth year options for implementation between 2022-2024?
  3. Should the district continue developing the Quantitative Reasoning and Functional Relationships course as an option for students previously enrolled in the G-level courses?
  4. Should the district continue developing the integrated math core sequence as recommended by the Math Pathways Team, or should the alignment process begin with the traditional core sequence and include the creation of integrated units? 

  • Decisions/recommendations that were made have all been focused on advancing/achieving the math department's mission: "The mission of the District 86 Mathematics Department is to empower our students to investigate, understand, and critique the world. Students will develop the quantitative literacy and critical thinking processes they need for professional opportunities and productive citizenship. We are committed to providing an equitable, rigorous, and supportive curriculum that actively engages students in constructing and applying mathematical concepts."

After receiving and discussing the update, the board gave direction on the four questions posed by the Math Pathways Team. All seven members expressed their support for the following:

  • Continuing the work on the alignment of AP courses.
  • Continuing the development of additional fourth year options for implementation between 2022-2024.
  • Continuing the development of the Quantitative Reasoning and Functional Relationships course as a replacement for the G-level courses.

Four of the seven members requested that the continued development of the integrated math core sequence be brought back to the special meeting on June 9 for further discussion and action.

You can access the update by visiting https://bit.ly/2TnTad5.

Committee Reports
Members of the Finance Committee provided the board with a report from their meeting on May 19. During this meeting, the committee:

  • Discussed the process for addressing the issues of naming rights and advertising for the video scoreboards that are being installed in the stadiums, gyms and pools at Hinsdale Central and Hinsdale South. The committee intends to continue this discussion, and plans to invite representatives from Power Ad Company, the Hinsdale Central Booster Club, and the Hinsdale South Athletic Club to its meeting in June. 

  • Reviewed the amended budget for fiscal year 2021.

  • Reviewed the proposed ESSER funding allocation spreadsheet that was initially reviewed in April. 

Members of the joint Facilities and special committee provided the board with a report from their meeting on May 21. During this meeting, the committee:

  • Received information about the updated project budget, which included the bond premium funds and the realigned alternative and operational funding for projects. 

  • Discussed the cost, timing and approach associated with the potential conversion of the boilers at Hinsdale Central from steam to hot water. This would coincide with plans to install $2.2 million in unit ventilators at the school. Unlike at Hinsdale South, where a significant portion of the system was already converted to hot water, the boiler conversion at Hinsdale Central would impact spaces and classrooms throughout the building. The committee determined that the investigation of and planning for the possible conversion should continue. The construction team is scheduled to provide the committee with additional information in the winter. 

  • Received an update on the construction schedule.
  1. With the exception of the new natatorium at Hinsdale Central, which is nearing completion, all Phase 1 projects have been finished.
  2. Phase 2 projects are currently underway.

  • Discussed management of the COVID-related issues and challenges that are impacting the construction industry, most notably in the area of material procurement.

  • Received updates about finances and energy incentives.

  • Determined that meetings in June and July will include tours of the construction sites at Hinsdale South and Hinsdale Central.

The joint committee also shared that the district is creating weekly video updates about the work being done on its Future Ready Facilities projects (https://d86.hinsdale86.org/Page/1806).

In addition to receiving the reports mentioned above, the board voted to release the draft minutes from these meetings 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/3wzjL53 to access the consent agenda items beginning under number nine.

Board President’s Report
Board President Terri Walker thanked the faculty, staff and administration for their hard work during the 2020-21 school year. She also congratulated the district on the successful graduation ceremonies that were held at both high schools on May 17.

Following her report, Board President Walker appointed the students, staff and parents/guardians who will serve on the Parent-Teacher Advisory Committee (PTAC) during the 2021-22 school year. You can access the list of PTAC members by visiting https://bit.ly/3oR82MR.

Superintendent’s Report
Superintendent Tammy Prentiss presented the board members with lunch totes that the Transition Center created and distributed to all of its community partners to thank them for their continued support.

Superintendent Prentiss talked about the success of the commencement ceremonies that the high schools hosted on May 17, and shared that she received positive emails from a couple of parents/guardians.

Superintendent Prentiss mentioned that construction began at the end of the school year and will continue throughout the summer. She said that the Facilities Committee meetings scheduled for June and July will be held at specific campuses so that the group can walk the sites and see the work that was finished during Phase 1 and is being completed during Phase 2.

Superintendent Prentiss shared that vaccination events were held at Hinsdale Central on May 20 and Downers Grove South on May 26. She thanked Osco, the District 86 security team, the emergency medical technicians from Hinsdale and the volunteers (medical and non-medical) for all they did to help make the events a huge success.

Superintendent Prentiss mentioned that the Culture and Equity Leadership Team (CELT) has been expanded to include community members and District 86 alumni. She said that CELT will hold its next meeting on June 2.

Superintendent Prentiss said that the district will continue to monitor updates from the Illinois State Board of Education and Illinois Department of Public Health that may impact, affect or direct our plans for the 2021-22 school year. She shared that the district will be working on the framework for the fall, which will include bringing the Recovery-Revitalization-Restore committee back together sometime during the week of July 12. She said that the board can expect an update on the district's plans for next year during its meeting on July 22.

Superintendent Prentiss also shared the plaque that the Westmont Chamber of Commerce presented to her on behalf of the faculty in District 86. The organization decided to name all of the teachers from the area its Educator of the Year in recognition of their hard work throughout the pandemic.

Treasury and Financial Reports
Per its regular cadence of reporting, the administration provided the board with the treasury and financial reports for April 2021. You can access the treasury report by visiting https://bit.ly/3bWIZCK and the financial reports by visiting https://bit.ly/2SwVle0.

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/3fqHCyq.

Operational Calendar and Future Agenda Items
The board reviewed and discussed its operational calendar for the year and possible agenda items for future meetings, including a review of the work being done to align the district's science curriculum and the formation of a task force on course offerings. You can access additional information about this agenda item by visiting https://bit.ly/2REHTVn.

The meeting adjourned at 10:23 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
Wednesday, June 9, 2021 at 6 p.m. 
Special Board Meeting
Update on Goal 1 of the Strategic Plan - Science Curriculum Alignment
Hinsdale South Library

Wednesday, June 23, 2021 at 6 p.m. 
Regular Action Meeting
Hinsdale South Library

Thursday, July 22, 2021 at 6 p.m. 
Regular Action Meeting
Hinsdale South Library
Hinsdale Township High School District 86
5500 South Grant Street • Hinsdale, IL 60521
Phone: (630) 655-6100 • Fax: (630) 325-9153