001that we need to do some people call this the 21st century skills if you Google that you'll get a whole bunch of different uh ideas but in general you're talking about communication collaboration creativity flexibility initiative all of those pieces on top of informational literacy media literacy technology literacy numeracy all of those things so when we're talking about academics and we're talking about students being prepared for the future I want you to think not only about what can be measured on a standardized test but all of these things as well so now if you would like you can use your QR code and put that in place and then put in your own input of what you want our students to know in the future and it'll ask you for a word a phrase and you
002can enter as many as you want and then at the end of my presentation I'll show you the Wordle that we came up with together by creating our list of skills and administrators you can play along too if you'd like I'll get out of the way is it working for people from back there good find your way all right take just a couple of minutes to put in the skills that you think our students need in the future and you can continue to put those in while I'm talking so now I want you to sit back and think about how does our district provide all those skills for all those students that we need to do and you'll have some people that really come from that bluish purple circle of the science of teaching the
003research says here are the best practices and instruction here's what we need to do and you're right and then I'll have other people that are like it's all about trusting supportive relationships and being included and feeling like you have you know good supportive people at school and you're right and finding that right balance is difficult put your hands up if you have more than two children more than one child at home yep me too all right now put your hands back up if those two children need the exact same thing out of a teacher out of structure out of activities anybody got two clones that are exactly this no and then we have 17 000 of them coming into the district and how do we find that right balance which is different for almost every
004child student voice by listening to students and reacting not to just their aggregate but to their individuals we are so better prepared to find the right match between the science of teaching and that safe inclusive environment we do all of that in the middle of the climate for learning framework we find the perfect intersection of all of those with our climate for learning framework this drives almost all of our academic improvements so I'm going to go through pretty quickly and talk about those but I know anybody at the tables that you would talk with after this can give you more details about it as well so we start off with SEL instruction explicit SEL instruction and that is these five core social emotional companies competencies our schools have been teaching this for decades but it
005kind of has a new piece of that that has gotten a lot of attention but we're talking about these five things self-awareness do you know enough about yourself and how you learn self-management can you work toward completion of a goal and manage yourself do you have social awareness of other people relationship skills and responsible decision making the second thing is common expectations for Behavior we have 17 000 kids coming in we've got to have common rules for engagement we have to have common rules of how we're going to treat one another and we have to teach that that's the second component and then we have to continually reinforce it the third piece is integrating those social emotional skills into academic content if you're struggling with a real big math problem you've got to have some
006self-awareness you have to have some perseverance you have to have responsibility when you're engaging in a big discourse in social studies you need to be able to be socially aware and be respectful of others the next piece I talked about is youth voice and engagement so critical that we talk to our students we ask them what that is like how are we interacting with them and then give them opportunities to lead if you think about what's going to make them different from computers and make them marketable they have to lead they have to have practice making decisions making choices knowing how to continually learn because that amount of information is doubling every 12 hours the last the next piece is supportive cool school and classroom climates you have to have in this piece that research
007base what are the best practices in literacy instruction what are the best practices in numeracy instruction how do we get past all of this and then how do we keep our students engaged in the process from Early Childhood through 12th grade from special education to general education to English Learners what is the best way to do this the next component is Staff SEL staff needs to have self-awareness social awareness have a sense of belonging in order to be the best that they can be for students and then with supportive discipline we have to have yes the consequences but also how do we bring those students back in and teach them conflict resolution and teach them how are we going to move forward to have all those skills that they need in order to continue to
008succeed so our climate for learning I've just gone through all of those pieces now I'm going to talk just about the blue circle with that research-based practices student engagement is something we are working on so hard here in sd308 with collaborative structures with individual accountability and getting students moving talking engaging owning their instruction and then higher level thinking is a huge part of this and inquiry based where they're asking the questions and then seeking out the answers to their own questions a lot of that goes in with classroom management we're working hard to get better at utilizing data in SD 308 not only for the aggregate of how are we doing for everyone but how are we doing a different demographic groups and then we're working on learning targets just like at the beginning of
009this presentation I told you this is what I want you to get out of it it's really important especially with our older students that we do that for them as well and then we're working to have early interventions for reading and for math to make sure before kids are too far behind we catch them up where they need to be especially coming back from covid this is our math framework I'm not going to go through this you can relax but if you're really interested in it you can come over to this table in a few minutes and we can talk more about that this is our literacy framework where we can same thing we can talk more about that but the big piece is gradual release of responsibility where students are owning some of their
010learning and their outcomes then the other part of that circle is the safe inclusive learning environment many of us at the tables will talk about this as well but this is about having a school-wide behavioral expectations having an inclusive learning environment recruitment of diverse staff so that our students see themselves in our staff and our teachers and administrators and then this part is the amplifying student voice if you want to amplify you already saw some of the student Coalition and the student ambassadors at some of our board meetings we want to use student data to drive practice we want students questioning and ownership of their instruction in math the part of our literacy framework is that students are choosing texts during some part of the reading instruction so it's matching not only their reading level
011but their interests as well how have we supported these improvements we've hired 15 academic interventionists actually a couple more if I think about it more instructional coaches more counselors and social workers connected professional development on all of these pieces so that our staff see how all this goes together then we do have a five-year strategic Plan called Envision 308 that you can look for on the website I'm almost done Jen but you're sweet uh and then how do we monitor improvements our district team here as well as our other administrators we visit almost 2 000 classrooms a year to see are the plans that we have talked about tonight putting into place and then we have school and District plans that are all aligned with the things that I talked about we spend a lot
012of time reviewing student achievement data to know whether we're our impacts and the resources that we're using are having the right effect and then we do look at student community staff parents surveys on how we're doing so how can you learn more go to our website and look at Vision 308 you can go to the website and see our math and literacy Frameworks or you can come over here to this table you can review the Illinois report card or perhaps most importantly you can have a conversation with some of us tonight all right if you will go ahead and show the Wordle we'll look at how what our skills were that we collectively put together okay it's not updating okay so we got collaboration problem solving is Big critical thinking compassion empathy adaptability persistence social
013intelligence curiosity courtesy critical consciousness okay we're going to leave that up and people can put some things behind that if they want they can add more to that but as you have these conversations I encourage you to think about all of these plus the traditional Reading Writing math science and social studies content Dr sparlin all right thank you so much Miss dog West that was a lot of great information in a very short period of time so we're going to go ahead and start we're going to have like I said at the beginning we'll have three 15-minute sessions and uh when Once the first session is done after the first 15 minutes is up we'll let you know and then you can go to any of the six tables that are labeled to have conversations
014of your choosing so Ursula if you want to go ahead and put that up there and we'll be I'll be walking around to join some of those conversations but the 15 minutes for the first session starts now thank you oh okay that's the end of our first session so we're going to go ahead and restart the timer in just a moment so if you want to go ahead and finish the conversations that you're having at the table we'll give it another minute and then we'll go ahead and shift to session number two okay we're gonna go ahead and rotate if you're still in a conversation at your table though you you can stay at that table and continue the conversation but there's two more rotation 15 more 15 minute rotations in this evening's presentation thank
015you thank you foreign all right we're going to end our second session and make our way to the third and last 15-minute session for this evening so if you would go ahead and finish up the conversations that you're having at your table and go ahead and go to one other table that you haven't been to yet thank you so much thank you so we're going to take um some time for our board members to report out from their tables some of the discussion that took place tonight um Lori would you like to start just summarizing what you've um I'm going to bring the mic to you just summarize some of the things that you that came up sure so at our table we have the general education table and we talked about three primary topics
016one was the student support time for students in junior high school who are taking high school math classes uh the second topic we kind of covered was social emotional health and education for students and suicide awareness hello so primarily we talked mainly about uh Tas and the TA shortages and what we can do to attract additional Tas to the district and to make sure that the pay is comparable to uh to attract them into the district and make sure that we have a great quality of Tas that we're also attracting to ensure that a taxpayer dollars are being equitably spent across the district we also discussed uh uh the facilities plans and the student fees and and how that money is also being allocated um let's see English Learners um concern was a limited capacity
017in the Dual language for English speakers we talked about um at Boulder Hill we actually needed more English speakers in Hong Kong there was more demand than what was available so fixing those types of issues recommendations suggestions uh bilingualism is a critical future skill we need to address the need for more space for DL um options maybe for in specials for language acquisition um yeah uh follow-up needed space expansion and then you know parameters around specials we had one of our talented um young students over at OE come over here and remind me about a visit I made a few years back as a board member to Murphy so that was uh touching to say the least and informed us I wanted to come over and talk about mental health bill that they were working
018on in um their youth government class thank you and also brought up the bill talks about consolidating uh non-unified school districts and using that money the savings if you will to redirect towards mental health funds for school districts so uh super super proud of some of the conversation we had there um also in the conversation there were some uh we were talking about some of the other bills that were brought up in in those class in that class and or the activity um and uh we're talking about bills about later school start times at high school and more conversation brought up more integration of SEL and making it more natural and easier for application and there were some conversations about the superintendent student advisory committee as well thank you we tried to get Tyler to
019talk he won't do it so we had many of the same conversations we also talked about increasing capacity of student voice and how they access learning we talked about school Community we talked about we kicked around some ideas with a digital platform we had lots of conversations but a lot of them were the same thank you at our table we have our special education leaders here and we were talking about how the Frameworks that Mrs dalquist presented on earlier are aligned in our special education with our special education students we also talked about Tas specifically our sped Tas and what they are up against with a lack of salary and schedule differences while the schedule works for some of them while their students are in school some of them are looking for a 12-month schedule
020and we had some really great discussion around how we can better support them with training and understanding what is expected of them when they walk in the door and then um Dr Hildebrand also brought up how we can better support our gen Ed teachers who are on the front line dealing with all different sorts of students who are presenting in the classroom and different strategies that they're using from support facilitation to co-teaching Etc so it was a great discussion learning about what's happening with our special ed population thank you Jen I'd also just like to thank everyone that is in attendance today from the Board of Education to the administrators to the community members we thank you for being here and I hope we hope that you enjoyed this format and uh that you spread
021the word of mouth so the next time we have a public forum that hopefully this room is filled with people so with it I'm going to hand the microphone back over to president simultan for a motion to adjourn oh there is no there was no um no one for public comment tonight so um can I have a motion to adjourn