GOAL: Ensure a differentiated education that provides a strong foundation of rigorous academic learning

STRATEGIES: 

1. Differentiate instruction and supports to ensure and monitor a strong academic foundation of challenging, meaningful, and growth-oriented experiences for all students.

2. Implement structured staff collaboration focused on data-informed practices to support rigorous achievement and growth for all students.

3. Provide differentiated professional development opportunities to support effective, innovative and growth-focused classroom practices. 

ACTION STEPS (2023-24):

1. Building MTSS Teams will analyze student data after each benchmark period (e.g., MAP, aimswebPlus, classroom performance, etc.) and identify students who require Tier 3 services (intervention or enrichment) in either reading or math.

2. Building MTSS Teams will track the progress of students receiving Tier 3 services for intervention, and note those who require lesser intensive services by the next benchmark/end of the year.

3. Building MTSS Teams will be provided ongoing training and support throughout the year.

4. Special education staff (LBS) will be trained in research-based reading and math resources/strategies to increase the efficacy of instruction for students with disabilities (i.e.  K-4 Orton-Gillingham; Number Worlds; etc.).

5. General education staff will continue to engage in professional learning about research-based reading and math Tier 1 instruction, assessment, and intervention, including math support and enrichment, reading intervention, and differentiation support.

6. District 39 teachers will provide explicit instruction to students on the goal setting process in line with students’ developmental level, and engage all students in the goal setting for either class and/or individual goals across all tiers of instruction.

Goal I action steps from previous years: 2021-22 | 2022-23

GOAL: Cultivate a supportive and inclusive learning community that is responsive to the social, emotional, and behavioral needs of each student.

STRATEGIES: 

1. Implement a consistent and proactive curriculum addressing social, emotional, and behavioral needs of students.

2. Strengthen the sense of belonging, engagement, representation, and agency for students through diverse, welcoming opportunities for community building leadership and student-to-student connections.

ACTION STEPS (2023-24):

1. Each school’s building-based Foundations Behavior Teams will participate in eight days of training during the 2023-24 school year.

2. The efficacy of Tier 1 procedures for common areas (e.g. recess at elementary, hallways 5-8) at each building will be measured and evaluated by each school’s building-based Foundations Behavior Teams.

3. Social-emotional curricular resources will be piloted at grades 5-8 with a focus on belonging.

4. A new schedule for grades 5-8 will be recommended for implementation in the 24-25 school year, with specific time built in to support best practices with social-emotional skill instruction.

5. Differentiated professional learning opportunities will take place to support staff with implementation of Tier 1 social-emotional and behavioral instruction, increasing staff competence and confidence in instructional practices and integration of social-emotional objectives.

6. A reporting system to engage families and students in monitoring social-emotional growth and development at each grade level will be created and piloted for K-4 implementation in the 2024-25 school year.

7. Building-based MTSS teams will implement aligned processes for Tier 2 and Tier 3 SEL problem solving.

8. Build staff capacity for Diversity, Equity, Inclusion and Belonging, through professional learning opportunities that support culturally responsive classroom communities.

Goal II action steps from previous years: 2021-22 | 2022-23

GOAL: Foster a professional community that values, supports, develops, and retains highly effective staff.

STRATEGIES: 

1. Improve collaborative and shared decision-making structures to strengthen representation, engagement, and agency for staff.

2. Cultivate a more equitable and inclusive learning community by developing staff expertise to support diverse learners through differentiated instruction and culturally supportive teaching.

ACTION STEPS (2023-24):

1. The District Strategic Advisory Team will monitor progress and offer suggestions for strategic goal refinement throughout the year [Year 3].

2. District 39 will seek information from staff regarding onboarding, mentoring and support at key moments in their D39 career to identify themes using exit interviews, surveys and focus groups.

3. District 39 will continue to engage and include staff members on district and/or school committees so voices and expertise are represented and contribute to a collaborative, shared decision making structure.

4. The process/procedure developed will continue to offer all staff and administrators opportunities to share general/specific professional learning needs and priorities.

5. Staff survey will be identified that targets needs in culture/climate.

6. A committee of faculty, staff and administrators will be established to identify culture/climate needs and make recommendations to address.

7. Student services faculty will be trained on how to engage in difficult conversations and facilitate difficult meetings.

8. Parent training will be provided regarding advocacy strategies for parents when perspectives of student needs differ.

9. Diversity, Equity, Inclusion, and Belonging (DEIB) Task Force will make recommendations for attracting, hiring and retaining employees of color. 

Goal III action steps from previous years: 2021-22 | 2022-23

GOAL: Strengthen partnerships by connecting, collaborating, and communicating with families and communities to advance teaching and learning.

STRATEGIES: 

1. Improve school-home communication through more consistent and effective strategies, especially those focused on communicating student performance, goal-setting, and growth monitoring. 

2. Implement strategies to better support successful transitions from 4th-5th and 6th-7th grades for students and parents.

ACTION STEPS (2023-24):

1. District and school social media followings and interaction will increase by completing social media advertising training, advertising to the community and parent base (new student recruitment, highlight positive news, 39exPRESS), and aligning social media channels for school based accounts.

2. District 39 will complete the redesign process for District and school websites to streamline access to information including information available through parent-teacher organizations at each school and review website content for relevancy.

3. District 39 will explore providing an online newsletter tool for consistency and email body embedding with analytics for all teachers, schools, and departments to use.

4. Implementation of transition plan developed for 6th to 7th grade will be evaluated and improved upon using student and parent surveys and feedback.

5. An academic pathways and class descriptions document for 5-8th grade will be created to share class information with parents about the 5th through 8th grade academic process including class levels, homework expectations, and transition to high school.

6. Increase parent and community communication about D39’s commitment to Diversity, Equity, Inclusion and Belonging beliefs and practices.

Goal IV action steps from previous years: 2021-22 | 2022-23

GOAL: Ensure the effective use of resources to sustain practices that promote growth.

STRATEGIES: 

1. Implement long-term capital planning focused on facility maintenance.

2. Examine resource allocation practices, including staffing, based on best instructional models and techniques. 

ACTION STEPS (2023-24):

1. Review 5-year capital improvement plan bi-annually, with a focus on facility maintenance and upgrades to sustain practices that promote growth.

2. Review, plan, and prioritize building-based capital improvement projects to fit within the District’s summer building use and construction schedule.

3. Monitor legislative adjustments related to property tax funding formulas, real estate tax appeal refunds, pension cost shifts, and other legislation from Springfield with a financial impact to anticipate, consider and plan for the potential impact on District 39 availability of resources, incorporating findings into the presentation of the annual 5-year projections.

4. Implement a process to evaluate class size and staffing patterns across non-homeroom instructional environments at the 5-8 grade level to identify where under/over enrollment patterns may emerge.

Note: Action steps 1-4 are regular items on Board of Education meeting agendas throughout the year. Therefore, the information, discussions, and presentations can be found on the district website.

Goal V action steps from previous years: 2021-22 | 2022-23

District Superintendent/Facilitator
Dr. Kari Cremascoli

District 39 Representatives (2)
Allyson Paflas (Member of the Board of Education)
Amy Poehling (Member of the Board of Education)

Goal Champions (6)
Goal 1 - Katie Lee (Administrator for Curriculum and Instructions) and Kristin Swanson (Administrator for Student Services)
Goal 2 - Kelly Jackson (Principal, Highcrest)
Goal 3 - Heather Glowacki (Assistant Superintendent)
Goal 4 - Tony DeMonte (Administrator for Technology, Information, and Safety)
Goal 5 - Corey Bultemeier (Business Manager)

School Administrators (6)
Cindy Anderson (Principal, Romona)
Jackie Brennan (Assistant Principal, Harper)
Kate Dominique (Principal, Wilmette Junior High School)
Anthony Haduch (Assistant Principal, McKenzie)
Linda Moric (Grade Level Administrator, Highcrest)
Nicole Ryan (Grade Level Administrator, WJHS)

District Parents/Families (5)
Sarah Black (Wilmette Junior High)
Sharon Hofmann (Harper)
Joe McGann (Wilmette Junior High)
Megan Roberts (Highcrest)
Marc Wilson (McKenzie)

Wilmette Education Association (WEA) Member (1)
Jessica Rylach (McKenzie)

Wilmette Support Staff Union (SSU) Members (1)
Michelle McGregor (MEC)