Board of Education

Town Hall Meeting
February 7, 2008
Questions, Comments and/or Responses from the Board

A DVD of the February 7 meeting is available through the District Office. Please email your request to Shari Niemesz at niemeszs@hawthorn73.org. Thanks to Vernon Hills High School for taping the meeting and creating this DVD.


Note that if responses are updated, a revison date is included before the revised answer.


PARENT COMMUNICATIONS/RESOURCES

Q1. Homework for all classes should be posted on the website. This way all parents are aware of what their child(ren)'s assignments are. Why isn't this happening? Amy Lebovits

A. The use of a web page by teachers is not mandatory. While not required there are teachers who have taken the initiative to maintain a website for posting assignments.


Q2. All grades, not just grades 1st through 3rd, should be posting all grades on line daily. That way we as parents know how our children are doing daily. Why is this just a pilot program now? Amy Lebovits

A. As a district we currently do not post grades for any grade level. This is something the district is looking into.


Q3. Why do some teachers send progress reports and some do not? Why is there little consistency in our classrooms? Amy Lebovits

A. Every teacher sends out a mid-term progress report between trimester report cards. Outside of the consistent scheduled reporting times teachers are given the autonomy to communicate with parents in a variety of ways. In any case, a parent should contact a teacher when there is a need for more frequent monitoring of a student's progress and work. Building administrators and teachers are flexible to work with and design a plan to accommodate individual student/family needs.


Q4. All teachers should send home progress reports (at least 1x/month) and should use their classroom websites to list daily homework assignments. Audrey Lichtenstein

A. Comment - Thank you for your input. See answers to questions 1 and 3 above.


Q5. Suggestion: Communication - Teacher should be required to list daily assignment on their class page website. This way parents can follow their child's schoolwork and work with the teachers as a team to ensure homework and projects are turned in on time. Anonymous

A. Thank you for your suggestion.


Q6. Can we offer more textbooks on line (like Math) or option to purchase a CD? We love the math book online and use it daily! Jill Silbar

A. The administration continuously evaluates alternative methods of assessing needed materials and resources. Currently, middle school math is the only subject that uses a textbook as the primary learning tool. The administration will continue to look at other cost-effective, educationally sound resources.


Q7. Can we put school calendar as Outlook calendar that we can directly save in our PC Outlook? Anonymous

A. (Response updated 3/20/08) Our Tech Department has looked into this, however there appears to be a problem with Outlook that doesn't allow this feature to work. (A more complete answer appears at www.hawthorn73.org/kbase/entry/53.) Tech will continue to monitor the situation and communicate any solutions or improvements.


Q8. Can questions and answers be communicated periodically via the written methods regularly published by the Board/District? Or online? Valerie Parker

A. The board is currently looking to increase communication avenues. Town hall meetings, use of the website, Hawthorn Highlights, and direct communications with board members are some of the means we intend to use going forward.



PARENT INVOLVEMENT/COMMITTEES

Q1. We need more parents on committees. Parents should have the choice to participate, not administration picking who they want. Amy Lebovits

A. Parental involvement is voluntary and open to administrative and district committees. Requests are posted on the website and flyers are sent home. Committees are not handpicked by administration or the board. When committees in the past have been formed, there has sometimes been little response from the parent community. Board committees, however, are composed solely of board members. They alone have voting and decision making rights. Administration and members of the community may attend all open meetings and at times, give input.


Q2. I've heard parents are part of many committees. How are they chosen to be on these
committees? Why aren't requests for parents listed on websites or on flyers sent home? Audrey Lichtenstein

A. See question 1 above ... opportunities to volunteer are handled exactly that way.




CURRICULUM/CLASS/ACTIVITIES

Q1. Typing is a must for our children, not a 7-10 wk rotational class. Amy Lebovits

A. Comment - Thank you for your input.


Q2. Keyboard is an important skill for all of our students. Why are all of our students not being taught this 21st century skill? Debbie Limer

A. While keyboarding is an expected skill in the 21st century classroom, formal keyboarding cannot take the place of core academic time. That being said, the Board and Administration agree that it is an important skill to have. The Administration is currently investigating the appropriate age to teach keyboarding and the ways that keyboarding can be taught within the confines of the school day without detracting from the core academic curriculum.


Q3. Why is "formal keyboarding" a topic supposed to be covered according to the curriculum guide (4th grade), but there is no keyboarding taught at Townline? Marla Isaacson

A. TL has to fit the language exploratory classes into the schedule. We are working on creative ways to rearrange the schedule in order to accommodate for the keyboarding skills.


Q4. Learning for All - Whatever it Takes? How do we allow all elementary children in the district to be exposed to a foreign language at least 1-2 hours/week? Townline school seems to get something additional that the other 2 schools don't. Linda Zurow

A. Language exploratory is something additional at TL; some do not like that because that's an option at TL, they are not able to have time for a tech rotation. As we continually review our curriculum and master schedules, we are looking for what is a priority and can fit in the school day and what are some things that may have to shift to outside the school day.


Q5. What is the plan for the 7th graders (for the fall when they enter into 8th grade) for the Dual Language kids? I think they need more than just one class a day in Spanish. Amy Lebovits

A. Currently 6th & 7th grade have daily Advanced Spanish and Cultures. Starting this fall 8th grade will also have the choice to take Advanced Spanish and Cultures.


Q6. What extracurricular activities are available to elementary students without paying an exorbitant extra cost? Linda Zurow

A. Opportunities may vary from year to year; however, they do include a fee, since they need to be self-sufficient, much like our summer school program.


Q7. Why are students being removed from Math for Band? I watched SEVERAL students leave the classroom before testing for multiplication, etc., is done. PE is better use of time. Kelly Bomen

A. Student lessons for band and orchestra happen on a rotating schedule. Students on the rotating schedule will only miss the same class once every four to six weeks. The only sacred time is the literacy block; so students will occasionally miss each of the other classes for a lesson.


Q8. Fact or Fiction: Are there some District 73 students that don't have books or have to share textbooks (and therefore can't bring books home)? If so, where and why is this the case? Anonymous

A. This should not be the case. Some teachers/content areas have opted for a classroom set of textbooks. Teachers supply students with the necessary materials with which to do their work. A student always has the option to check out a textbook if he/she feels the need. The Administration is committed to ensuring that the teachers have the resource with which they need to teach their content area.


Q9. Comment: I feel that we are teaching our children to take tests. The emphasis does not seem to be on learning. Writing is emphasized, reading ignored. The AR program seems to have been eliminated. Jeanne Dimick

A. Thank you for your comment.


Q10. Fate of Outdoor Ed? Jeanne Dimick

A. We are looking into this and we expect a report from the administration this April.


Q11. District 73 should focus on programs that have worked in the past. Programs should be comparable to other highly successful districts (Glenbrook, Niles, etc.). Every child should have their own text books. Supplemental worksheet can be added with it. Let's stay with "What Works!" Let us NOT be so technology dependent. Child should be able to add/subtract without use of computers or calculators. We don't want our children to be test models to see if program works or not.

A. Thank you for your comment.



GOALS/VISION

Q1. When do you plan on updating the district on the projects and initiatives laid out this evening? Shari April

A. We recently had a very productive meeting with the Administrative Team. Our next meeting is April 7th. We will provide an update in late spring/early summer.


Q2. What is the "technology vision" that the administration has for our elementary and middle school students?

A. The technology vision is reflected in the technology plan that was submitted to the State earlier this month. We hope to have a copy of this plan posted on our website in the future. To get a sense of what is expected in the area of technology, please see the curriculum guide. We are planning to embed the tech standards for each grade level in each of the core academic areas for the fall of 2009.


Q3. If class size is a financial issue, then how can additional scrutiny be given for large expenditures such as consultants, myaccess so that we don't trade class size for the wrong reasons? Marc Haberman

A. The district does not trade class size for consultants and other district programs. Keep in mind, altering class size has financial ramifications as well as infrastructural considerations that can go on for years. The district needs to look very carefully at the overall cost vs. benefits. A district wide study is planned to look at the impact of imbalances in class size.


Q4. It seems students at all schools are having difficulty being challenged at their ability levels. What are the plans for adding teachers, aides or additional classrooms to make class sizes smaller and/or address individual learning needs - especially challenging those at higher levels? (Above flex grouping and programs already in the schools.) Anonymous

Q. Please refer to the answer in question 3 above regarding class sizes. However, please note that differentiated instruction is essential to challenging all students at all levels. Teachers look at students on a case by case basis to put together a plan that will meet their individual needs in the classroom.


Q5. Does the Board have any concerns about the continuous jumping from one educational trend to another and then abandoning them? Benita Haberman

A. We understand that to have continuous improvement, some things will need to change and we'll need to try new things. We expect that there is on-going evaluation and assessment of any new initiative, as well as checking for effectiveness of tried and true practices. As challenges arise, adjustments will be made.


Q6. It seems that the goal for our children set by our administration is to achieve academic excellence. I believe that if you asked parents in the community, their goal for the kids is to create independent thinkers and self-sufficient students. I believe this discrepancy of goals is the cause for the homework and report card dissatisfaction. How can we come together on what our goals are?? Anonymous

A. While the district-wide goal is for all students to be able to demonstrate proficiency in reading, writing, and math, we are also expecting a high level of achievement beyond academics, as well. Creating independent thinkers and self-sufficient students are right in line with 21st Century skills.


Q7. Can you elaborate on what the base strategies of Stevenson High School (SHS) are? What benchmarking did you do to decide it was best? Brandon Krett

A. The SHS model that we are looking to replicate is limited to the model of having the Board and Administrative Team work together to develop goals, projects, and initiatives, as well as do a better job of communicating to our stakeholders on a regular basis.


Q8. You stated that we would like to become a "lighthouse district." What is this? And why is this important? Anonymous

A. In a nutshell, what we mean by that is we want Hawthorn to be a district that highlights and promotes exemplary implementation of programs and acts as a beacon of success for other districts locally and across the country to emulate.


Q9. You stated you want to be a top district. 1) How do you plan on getting there? 2) Is there an accountability plan in place to achieve this? Scott Klene

A. We plan to become a top district by practicing the steps and components of a Professional Learning Community (PLC)... one of the main things being done to develop a culture of continuous improvement. By developing a plan, with a laser focus on a handful of goals, and implementing the plan deeply, with frequent monitoring, we'll continually improve and become that PLC.


DEMOGRAPHICS/DIFFERENCES

Q1. Aspen school is #19 in the state. Elementary North is ranked #667th. According to the school report card (2007) Aspen has only 1.5% of the district's African American children; 4% of the district's Hispanic children; 3% of the district's economically disadvantaged children; and almost 100% of the district's Asian children. How does the board explain this separate and unequal educational system? Bridgette Cahill

A. There is not a huge gap in achievement. If you look carefully at that report, all Hawthorn Schools are separated by only 2.5 percentage points. Additionally, we acknowledge there are some imbalances in some class size and demographic areas. We are looking to study these imbalances to see if they impact student achievement. At this time, the achievement levels in all of our schools have consistently improved. This study should be completed during the winter of the '08/'09 school year.


Q2. Why is it so hard to get in Townline Elementary school? Any plan to enlarge the Townline class to accommodate more students? Anonymous

A. Townline is the largest elementary school in the district. Few students have moved or left TL once they enter in kindergarten, making it difficult to get in to TL at a higher grade level because there are limited openings. There are no plans to increase the number of sections at TL. The building is already close to capacity.


Q3. Why aren't students who transfer to the district during the year allowed to go to Aspen or Townline? This puts unfair pressure on North and South. The mobility rate at Townline is 2.3% and 18.8% at North. This is unfair. Jason Kerr

A. See above. We do send students to Aspen and Townline during the year, if there is space available in a classroom/grade level. Preference is always given to established residents on the waiting list prior to offering a placement to an incoming resident.


CONSISTENCY

Q1. The concerns about teacher's skills and inconsistencies starts with the Good to Great Philosophy of getting the right person on the bus, or more appropriately hiring for fit. How do we make sure in this District that we hire for fit and how do we evaluate performance on an ongoing basis? Rhea Trbojevic

A. There is an evaluation plan as part of the teachers' contract. Teachers are evaluated by building administration and must meet certain standards and expectations if they are going to earn tenure after 4 years. Additionally, in cases where a tenure teacher is not meeting those standards and expectations, steps are taken to place a teacher on notice to remedy and correct any deficiencies. Hawthorn receives a large number of applicants for each opening. Applicants go through a rigorous screening and interviewing process in order to determine the best fit for each position.


Q2. What is the board and/or the Administration doing to ensure that all the teachers in a grade level are grading the students on the same scale throughout the district? Anonymous

A. Teachers have a certain level of autonomy in their grading practices and are expected to clearly communicate those grading practices and homework expectations to students and parents. The new report card provides feedback to students and parents on progress towards meeting the expected academic standards.


Q3. What can be done to ensure consistency within grade levels and continuity between grade levels in each building and between buildings? Is there any information available or any monitoring system? Anonymous

A.The standards and what we expect students to know and be able to do are consistent. Teachers instruct a class and/or an individual student to meet the standards in multiple ways. Teachers incorporate a variety of resources, materials, and teaching strategies. We look at data, both formative (to informally look at student progress) and summative (measures to check student progress), in order to guide whole class and individual instruction.


Q4. Though a challenging curriculum is a priority, why are some kids not doing book reports, and why aren't the benchmarks consistent across grades? Marc Haberman

A. Teachers have the autonomy to choose a variety of instructional strategies and assessment tools and options for students. A book report would be one way to measure a student's comprehension of a book; however, a variety of other strategies may be used. For example, teachers have used analytical papers, rather than a traditional book report to assess a student's comprehension and other understandings about elements of fiction.


Q5. Many parents discuss the lack of consistency of curriculum within each grade level and between the many schools. There appears to be some serious systemic issues regarding consistency and vision in numerous areas. How can the Board hold the Administration more accountable in providing long range plans accompanied with the appropriate evaluations throughout the process? Benita Haberman

A. As mentioned earlier, what is consistent is the curriculum. Achievement data and on-going assessments of student progress is key in holding all accountable.


Q6. Are the classroom teachers required to create formal lesson plans? If not, what measures are in place to insure that what is being taught aligns with our district's curriculum, as well as state goals and objectives? Jennifer Lucas and Tad Lucas

A. Teachers do not turn in formal lesson plans to building administration. Through regular team meetings, walk-throughs and observations, building administration and Teaching and Learning Coaches can see that the district curriculum is being addressed.


Q7. Why is there not the same things being taught at Middle North and Middle South - why are there differences? We need to have teachers across the board teaching at the same level - all these children will be attending the same high school. Anonymous

A. The curriculum, other than two arts and technology rotations at this time, are the same at the two middle schools. What may be different are the delivery system and/or resources and teaching strategies that individuals and/or teams of teachers use to meet the needs of their students.


Q8. Why are the Middle Schools being kept so separated? No dances or activities to bring them together under 1 umbrella. They are not encouraged to act with pride as 1 school district. Laura Manning

A. We knew when we reconfigured the district that the two schools would operate as two schools. Doing so allows double the opportunities for students in various activities. We have twice the number of students able to participate in clubs, sports, and other extracurricular activities. On some occasions; i.e., dances, Snowflake, etc. the two schools do get together.


Q9. Will the board take the time to really understand the consistency issue? Per Dr. Zook, there are no measuring and monitoring tools in place. Consistency is the fact that the curriculum guide lists states and capitals should be covered in 4th grade - my children learned them in 5th grade, others not at all. Will you ensure the administration puts procedures in place to ensure teachers are covering the content they should? Heidi Erchinger

A. Our expectations of what a student is to know and to be able to do is consistent. Dr. Zook indicated there are a variety of measures in place for looking at whether or not this is happening. There may be a need to review and/or expand on certain skills and concepts from one grade level to the next. In those cases, we expect teachers to differentiate and make sure that each student is challenged and taken to the next level in their learning.


ACHIEVEMENT

Q1. My 1st grader and my 7th grader have the same spelling words. 1) What is being done to raise the bar on middle achiever's (e.g. my 7th grader) academic achievement? 2) There isn't presently a 7th grade curriculum that would challenge my 1st grader’s potential. What is being done to continue high achiever's curriculum in the middle grades? Greg Black

A. Look back at the response to question 4 under Goals and Visions. Differentiating is the key to instruction of all students including high achievers. Clear communication between home and school will help ensure that every child is being challenged to his/her potential.


Q2. With the new report card system, how do we keep the lower achieving students motivated when we have removed the "trying" grades, and how do we motivate the kids who get 4s naturally to try their hardest? Anonymous

A. Often times, grades are not a motivator for a student, either high or low achieving. Instances when a student is not making adequate progress, the teacher and parents need to communicate with each other and come up with a plan that will motivate and/or get the achievement on track.


MISC

Q1. There have been articulation meetings between the mid. School and high school. Parents had asked back in 2006 about the high school's input into homework counting as part of a calculated grade as well as accountability for kids turning in assignments on time. Has this been done? What was their response? Steve Limer

A. Yes, there were articulation meetings between the high schools and our middle schools. The high schools are aware of District 73's decision to move to a standard based reporting system and at this time they choose not move in this direction.


Q2. How much was spent on changing to the standard based report card? Were studies done at the middle school level regarding standard based report cards? Benita Haberman

A. The development of SBRC was included in the overall staff development and student achievement budget to provide the necessary training for implementation. We will continue to budget for the necessary resources to support the on-going training as well as peripheral costs to this expense. We looked at other districts across the country using a standards-based report card at the middle and/or high school levels. We are one of the pioneers in Lake County for using this reporting tool. Deerfield District 109, a high achieving district, is also using standards-based reporting with much success.


Q3. Have you met with the administrators of District 128 to gather their comments on the standards based report card in the middle school? What will you do if Vernon Hills and Libertyville High Schools believe that this is a bad idea? Tacy Borgman

A. We have kept the high school administration informed about our work.


Q4. I understand that the board sets policy and the Administration sets procedures. If the parent feel that procedures need to be changed/updated and they have met with administration but no changes have taken place, what is the parent community to do? Terri Becker

A. Administration procedural changes should be made based on what is in the best interest of the entire school community. A parent who feels that a particular procedure is not working for and/or meeting the needs of their child, needs to work with the teacher and/or administration to come up with a plan and/or procedures to meet the needs of the individual child. If a parent feels their concerns were not addressed with satisfactory results, the parent should then in writing address the board.


Q5. What motivates teachers to excel once tenure is achieved? Jeff Harris

A. There are probably as many different motivators for our teachers, as there are teachers. The real question should be, what happens if a teacher no longer is motivated and/or doesn't perform up to our expectations or standards? This behavior is not ignored or tolerated. The administration will take the necessary steps, following due process, and correct the situation.


Q6. Why so many choices? Breaks up neighborhoods. Anonymous

A. This is an area that we are going to study and will have results winter of '08/09. If this turns out to be a widespread issue, we will look at a plan to address it.


Q7. Good idea to survey 9th graders/high schoolers regarding if they felt Hawthorn prepared them for high school. Audrey Lichtenstein

A. Thank you for your comment.


Q8. This is a comment re: the homework situation. I feel the board is doing an awesome job, and I am very lucky and feel blessed that my kids have such wonderful teachers. My kids go to Townline and Middle North. They all get plenty of homework. It is consistent and it counts! Homework is just one piece of the pie. And it is every parents' responsibility to be on top of their own kids at home and keep them studying. All of their teachers meet their needs, keep them safe, happy and learning! Thanks to the board as well for all of their hard work! And thanks to all of the great teachers who have made a big difference in my kids' lives. Denise Nabat

A. Thank you for your comment.