Strategic Plan

A key aspect of this goal includes supporting the implementation of the 7-hour instructional day through curricular planning, training, and guidance. Mid-year support has included adjusting instructional planning guidance to align with foundational resources, providing school-specific professional development aligned with school improvement plans, developing GVCs in multiple content areas, offering professional development for middle school ELA block teaching, developing middle school advisory GVCs and committee training, co-teaching SEL professional development at the elementary level, guiding Second Step implementation, and establishing additional support structures. 

Relevant, timely, and ongoing professional development is crucial to school improvement. Our Early Release sessions facilitate this learning weekly. Each administrator tailors the Early Release Schedule to meet their school staff’s professional development needs. Therefore, sessions may include professional learning around high impact instructional strategies, data-informed assessment, differentiation, intervention, and extension, guided reading, foundational resource implementation, PBIS, and more. 

This year, our elementary students engage in fifteen minutes of co-taught social-emotional learning (SEL) daily, while middle school students participate in thirty-minute sessions weekly. This dedicated time is intentionally set aside for students to engage in activities related to social-emotional learning, Positive Behavioral Interventions and Supports (PBIS), restorative practices, and team building. 

At the elementary school level, we have developed instructional planning and implementation guidance to support the Second Step Digital Program. Training on utilizing this digital platform and on effective co-teaching practices has been provided. At the middle school level, advisory committee members have contributed to the development of an updated GVC. Additionally, staff have participated in training focused on SEL practices, led by our community partners, SEL Integrations.

Our district remains committed to the ongoing professional development and support for PBIS. We offer specialized training for a wide audience, including administrators, both new and returning staff, non licensed personnel, substitute teachers, and bus drivers. Efforts to enhance our PBIS initiatives, such as booster days, “Cool Tools,” and “Eagle Bucks,” are ongoing to support every child’s ability to SOAR. Additionally, we’ve expanded our outreach to families, aiming to strengthen partnerships and foster student success through PBIS implementation.

To support Tier 2 and Tier 3 instruction, our district has adopted high-quality, research-based intervention materials and practices, ensuring that relevant staff receive comprehensive training. These interventions include “Check In Check Out” (CICO) for grades K-8, “Skillstreaming” for preschool through 8th grade, and “Everyday Speech” for grades K-5. We have also provided detailed guidance on determining eligibility for these services and implementing them with fidelity. 

To support the implementation of our new foundational resources in ELA/SLA for grades K-5 and ELA for grades 6-8, we continue to update implementation guidance. Updates that not only refine our current documents but also include developing additional guidance to better support special populations. Additionally, we have provided professional development focused on specific components of each foundational resource, including guided reading, writing, instructional routines, unit planning, and the effective use of our GVC alongside student learning data. Principals are provided the opportunity to schedule these professional development sessions with our Teaching and Learning coordinators and instructional coaches. Furthermore, teams are encouraged to engage in ELA/SLA instructional coaching cycles to further support implementation success.

This year, we continue to support GVC development for STEM in grades 6-8. This includes alignment with our foundational resource, Project Lead the Way (PLTW). One of our coordinators regularly collaborates with the STEM team during their PLC time to support planning and implementation. This team is also supported by our Instructional Technology Directory, who has assisted in the onboarding of new team members and ongoing training via PLTW to ensure readiness for this year’s implementation of eighth-grade modules. 

At this time, we have successfully hosted multiple full-day GVC Leadership Team sessions for science (grades K-5 and 6-8), Spanish (grades 6-8) and STEM (grades 6-8). During these sessions, teams identified, audited, and vertically aligned their selection of essential outcomes. They then organized these outcomes into instructional units and created pacing calendars. Currently, they are engaged in collaborative efforts to develop each unit further, focusing on identifying learning targets, essential questions, and proficiency scales. We eagerly anticipate continuing our productive partnerships with these teacher leaders.

Our coordinators, instructional coaches, and school administrators collaborate closely to support teams in the uniform implementation of our updated GVC across grade levels and content areas. Support includes targeted professional development during Early Release sessions, instructional coaching cycles, participation in districtwide department PLC time for related arts and interventionists, training for new teachers, and more. Additionally, we have extended invitations for our spring “Reflect and Adjust” GVC Leadership Team sessions. These special two-day sessions are designed for staff representatives from across the district to make any needed adjustments to our GVC, ensuring a consistent and comprehensive curriculum review process across all content areas and grade levels.

The Whole Child Wellness Committee has been diligently working on defining whole child success within our district. Drawing insights from research and valuable guidance provided by EAB (Education Advisory Board), the committee has successfully crafted a comprehensive definition for whole child success. Our next crucial steps involve aligning pertinent metrics with each pillar of whole child success, as outlined in our definition. This strategic alignment will not only refine our approach but also enhance our ability to effectively promote and assess progress toward achieving our district's fourth goal.

We have been actively addressing the need to refine our report card language in conjunction with specific GVC sessions. This effort focuses on establishing clear connections between our GVC and the methods used to measure and communicate student learning progress. Due to GVC development efforts this school year, we are on track toward ensuring all grade levels and content areas have prioritized learning outcomes. We look forward to partnering with our teams and the student data administrator to generate options and timelines for this transition.

Professional Learning Community (PLC): Our PLCs have been instrumental in fostering collaboration among educators. Teachers and staff actively participate in meaningful professional development, exchange best practices, and collaboratively analyze student data. Maintaining a strong focus on PLCs is crucial as they continue to be a foundational element in driving ongoing improvement in instructional strategies.

Guaranteed and Viable Curriculum (GVC): Our continued GVC sessions ensure that all students have access to a high-quality, comprehensive, rigorous education. Our ongoing work in aligning curriculum with standards and ensuring its viability across all grade levels has been progressing well. Regular assessments are conducted to monitor the effectiveness of our curriculum delivery.

Multi-Tiered System of Supports (MTSS): Our commitment to meeting the diverse needs of our students is evident through the implementation of MTSS, which encompasses both academic and social-emotional learning. By leveraging data for the early identification of students in need of extra support, we can offer targeted interventions and extensions tailored to individual needs. Continued progress monitoring remains a key component of our MTSS framework as we work to meet the needs of our students.

Positive Behavioral Interventions and Supports (PBIS): Our PBIS framework has contributed to fostering a positive and inclusive school culture. We have seen a reduction in disciplinary incidents, and the emphasis on teaching and reinforcing positive behaviors continues to be a priority to keep our students’ mental health at the forefront. Recognition programs for students and staff are in place to celebrate achievements in line with PBIS principles.

Social-Emotional Learning (SEL): Recognizing the importance of social-emotional well-being, our SEL initiatives are thriving. Integrated into our curriculum, SEL practices empower students to develop prosocial behaviors and essential life skills such as self-awareness, responsible decision-making, and interpersonal skills. Ongoing professional development ensures that educators are equipped to support the social-emotional needs of our students.

Foundational Resource Adoptions: Mid-year progress on foundational resource adoptions is on track. We have successfully implemented new materials to enhance the learning experience for our students. Continuous professional development and corresponding feedback cycles help to inform adjustments and improvements as needed. 

Structures and systems within Student Services have been strategically and systematically created to support integration of students with disabilities in their home school and least restrictive environment. Intentional scheduling has allowed for systematic collaboration around intervention and adjustments to the MTSS process in collaboration with Teaching and Learning. Elementary special education staff have time set aside to collaborate with both their grade level and student service teams, allowing for problem solving around students with special needs at an individual level.

Over the past three years, strategic staffing has ensured strong support systems for students requiring additional assistance, with roles such as Building Assistant Supervisors, Behavioral Specialists, Assistive Technology Specialist, and Adaptive PE teacher. Training opportunities have been carefully selected and crafted to increase capacity to support students of various needs with the general education environment. TEACCH and STAR training were offered during the 2023 summer for staff in our instructional self-contained programs. Co-teaching training was provided to our Middle School general education and special education teachers, along with two days of follow up co-teaching coaching to fine tune our co-teaching practices. Finally, resource special education teachers (one per building) have received Fundations training across the district. 

Elementary North has a new Occupational therapy treatment room and sensory room allowing us to support students with sensory processing, Autism, and other developmental needs. Lastly, a focus on inclusive practices at Lincoln Early Learning Center has increased the number of students in our blended versus self-contained classrooms, allowing our earliest learners exposure to the general education environment, peers, and curriculum.

Townline/Dual Language library was successfully completed over the summer and was ready for the first day of school. Elementary North is on schedule, with one wing of the renovated building open and the library completed as of January 15, 2023.

We have made significant strides towards enhancing Innovative Learning at Hawthorn. Early discussions led by the Technology Committee have propelled a major initiative: the Device Refresh project. This project underscores the effective integration of technology into teaching and has involved comprehensive surveys among students, staff, and parents to gather insights into their ideas and needs. By compiling multiple data points, we will formulate recommendations for future instructional practices and tools. These findings are set to be presented to the Board of Education on February 8th. Pending approval, we are poised to begin the implementation phase starting in February/March 2024.

In January 2024, our administrators, staff, and board members engaged in a productive full-day meeting with Apple executives and experts. This time allowed us to deeply align our goals and strategies, focusing on the “why,” “how,” and “what” of leveraging Apple technology to most effectively serve our students. Following this strategic planning, the group visited the Berwyn School District to observe effective instructional practices firsthand. Our collaboration with Apple continues as we plan the implementation of best instructional practices. Additionally, our designated Apple Coach has conducted four full days of targeted professional development with our staff this year. The focus has been on utilizing Apple’s accessibility features in innovative ways to enhance equity and access to our curriculum.

We’ve taken significant steps to enrich our STEM curriculum, notably by participating in the Lake County STEM for Girls Conference at Vernon Hills High School, highlighting our commitment to gender inclusivity in technology education. In collaboration with Vernon Hills High School, we’ve explored ways to incorporate the Postsecondary and Career Expectations (PaCE) Framework at the middle school level. This initiative includes planning career day activities and aligning our new elective courses, as well as our Project Lead The Way (PLTW) offerings, with Illinois’ new requirements for student access to college and career readiness programs. We are also piloting a program similar to “Shark Tank” called mxINCedu as an after-school club for middle school students. This program encourages students to identify problems, develop a product as a solution, and “sell” their solution at an Innovation Fair in May. These efforts, along with Title IV grant-funded STEM enhancements in middle school electives and library resources, affirm our commitment to a dynamic, future-ready educational environment.

This year, we’ve embraced innovation in athletics by introducing esports, an area of increasing interest among students, into our athletic programs. Esports teams are currently in many high schools and colleges nationwide. We’ve had the unique opportunity to partner with BHOP Esports, a business located in Hawthorn Mall and owned by a Hawthorn graduate, to initiate the intramural esports program. Running from February to May, this program marks an exciting expansion of our athletic offerings, reflecting our commitment to engaging students in contemporary and relevant competitive activities.

In our pursuit of operational efficiency, Hawthorn has embraced learning how AI technology can be leveraged to make our work more efficient and provide enhanced tools for analyzing the data that drives our decision-making at all levels. This began with presentations to our Administrative team and has progressed through the drafting of a comprehensive AI policy statement by our Technology Committee. 

We have reinvigorated our professional development approach by introducing innovative platforms. The “D73 DRIVE Podcast” and “PD in :73” micro-learning platforms have emerged as pivotal tools in our PD arsenal. These platforms offer concise, engaging, and relevant learning opportunities, enhancing the skills and knowledge of our staff in an efficient, accessible manner, thus reflecting our dedication to continuous improvement and staff development. 

Recognizing the importance of organizational efficiency, we have collaborated with a consultant from the Learning Technology Center (LTC) of Illinois to deliver targeted training sessions aimed at “Decluttering Google” for our secretaries and staff. The initial training received enthusiastic feedback, highlighting its immediate impact on enhancing workplace productivity and digital organization. Encouraged by this success, we are expanding these sessions to include a broader segment of our staff, ensuring a comprehensive upskilling in managing digital tools and resources. These initiatives underscore our commitment to fostering a culture of continuous improvement and innovation across all levels of our district.

In the 2023-2024 school year, Hawthorn District 73 has continued to focus on articulating the District's strengths and achievements, ensuring effective communication among staff and families, and managing communications during crises. The internal communication initiatives have seen significant progress. The completion of the AT Internal Google Site, led by Administrative Assistant Jessica Flores, has been a major milestone, offering an easy-to-use, comprehensive resource platform for administrators. The Finalsite training, conducted by Communications Specialist Samantha Cook, has empowered Administrative Assistants to effectively manage and update their department's web pages, enhancing the online experience for visitors. Principal newsletters to families have been streamlined with a sleek template, although the district newsletter faced challenges with low viewership, leading to a re-evaluation of its frequency and content. Recognition initiatives have garnered increased participation, with the introduction of a new tier for recognition from the Board. The transition of Hawthorn Board Highlights to a Smore newsletter format has been successful, allowing for broader accessibility and analytics tracking.

Externally, the Communications Department has made strides in enhancing the user-friendliness and efficiency of the District and school websites, with CESO's assistance in reducing redundant, outdated web pages. Social media management has continued to show impressive results, with significant reach and engagement on platforms like Facebook, despite a reduction in posting frequency. The increased participation of staff in photo sharing has contributed to maintaining, and in some cases, increasing social media metrics. The implementation of BrightArrow for parent communications has become more seamless after initial challenges, reducing the number of support tickets substantially. Additionally, the District has gained significant attention from local and national media, notably following Dr. Hannigan's recognition as one of NSPRA’s Superintendents to Watch, leading to features in major publications and media appearances.

Overall, these updates demonstrate Hawthorn District 73’s commitment to enhancing communication and engagement with both internal and external stakeholders. The progress across various initiatives reflects a focused effort to improve the quality and effectiveness of communications throughout the District, from administrative efficiency to public engagement and media relations.

We will prepare for the implementation of a seven-hour instructional day in 2023-2024. These efforts include a start and end time of school study, as well as the facilitation of principal-led staff scheduling committees. 

We will design and implement a comprehensive instructional coaching program to support staff in promoting the growth and learning of all students. This includes the selection and training of instructional coaches, as well as program development and monitoring across the district. 

We will refine our social-emotional learning (SEL) practices, including the identification, prioritization, and instruction of expected social and academic student skills and behaviors. 

We will implement Positive Behavioral Interventions and Supports (PBIS), an evidence-based framework for providing social, emotional, and behavioral support for all students. 

We will implement the recommendations from our comprehensive Dual Language Audit (2021-2022), including a renewed language allocation plan and staffing model, curricular resources, family engagement structures, and goals. 

We will support the consistent, first-year implementation of our new foundational resources in ELA/SLA K-5, ELA 6-8, and STEM 6-8. This includes comprehensive resource allocation, implementation guidance, and ongoing professional development. We will also support third year implementation (second year in-person) of our foundational resource in math K-5. 

We will facilitate the development of an updated Guaranteed and Viable Curriculum (GVC) in ELA/SLA K-5, ELA 6-8, reading and math at the preschool level, physical education and health K-8, music K-8, and art K-8 via our GVC Leadership Teams. This includes training around the prioritization and alignment of learning standards. 

We will support the consistent implementation of our updated Guaranteed and Viable Curriculum (GVC) in social studies K-8 and math K-8 in coordination with our original GVC Leadership Teams. 

We will focus on equity and inclusion in an effort to ensure all students feel safe and represented at school. This includes attention to student access and opportunity with regard to positive student outcomes. 

Providing students with access and opportunity creates an equitable and inclusive environment where all students feel safe, have a sense of belonging, and are represented at school. The Board of Education projects identified below include an equity and inclusion lens to support our collective teaching and learning goals in alignment with our Strategic Plan.

• Guaranteed & Viable Curriculum Refinement

• Foundational Resource Adoption

• Multi-Tiered Systems of Support Development

• School of Dual Language Audit

• PBIS Implementation

• Technology Integration

We will support the implementation of our updated Multi-Tiered System of Supports (MTSS). This includes the refinement of districtwide practices, processes, and curricular materials specific to academic intervention, enrichment, and acceleration services, as well as professional development to support these efforts. This work also includes a focus on Tier 1 of our social, emotional, and behavioral supports (see SEL and PBIS projects).  

The focus of this year’s MTSS efforts have included an emphasis on the redevelopment of our GVC for social-emotional learning and implementation of Positive Behavioral Interventions and Supports (PBIS) across the district. Improvements to our academic system of supports include weekly PLC meetings for our interventionists and Teaching and Learning coordinators to collaborate around best practices, ongoing implementation of a research-based math intervention program at the elementary level, supporting first year implementation of an ELA intervention program at the middle school level, exploring the tiered tools and strategies included in our new ELA/SLA K-5 foundational resource, as well as comprehensive professional development for our elementary enrichment teams and relevant middle school staff that targets the needs of our advanced learners. Next steps include a second trial of ELA/SLA K-5 intervention programs. 

In addition to the steps listed above, we have updated our districtwide MTSS Handbook, facilitated quarterly PLC meetings for our social workers and psychologists, and led a trial of research-based SEL intervention materials and strategies. We have identified a number of next steps for the 2023-2024 school year, and are also continuing to monitor and adjust our current practices to ensure we are implementing MTSS with fidelity at all levels. 

We will engage in Phase 5 of construction which includes the design and development of Elementary North, to prepare for construction to begin in the summer of 2023. 

We will integrate technology to provide innovative learning experiences that meet the diverse needs of every learner and support our goals of equity and inclusion. 

We have continued to work on and simplify our processes for adopting new technologies and digital platforms to enhance the learning experiences of our students.

Our tech committee, consisting of teachers and IT staff, has been meeting regularly to capitalize on the expertise and insights of our staff members to optimize and streamline technology integration in the classrooms. Based on feedback from staff and students, the Technology Committee has recommended — and the district will be adopting — a move from Canvas LMS at the middle school level to Google Classroom for the 2024-25 school year. During the 2023-24 school year, training and preparation for this move will be implemented. The committee has also begun evaluating student learning devices in anticipation of a refresh in 2024-25.

We have published over 25 episodes of the D73 DRIVE podcast and have expanded the audience to the general public by sharing episodes on social media. We plan to continue and expand the podcast series next year.

We have acquired VR headsets from several vendors to evaluate the best model for our needs. The tech support department has collaborated with us to set up a streamlined system for managing the devices, app requests and downloads, etc.

We will evaluate current productivity processes for staff and students with the goal of creating streamlined and consistent workflows that increase efficiency to more effectively use devices for student learning. This will include recommendations and professional development for staff, as well as training for students. 

We have made significant progress in optimizing productivity processes across various areas, contributing to overall organizational efficiency. We have refined assessment processes by closely collaborating with the tech department and other stakeholders, resulting in more efficient planning. Post-assessment feedback forms have been introduced for staff to identify additional requirements or areas needing improvement, subsequently reducing tech support tickets and calls related to assessment issues. This has also helped us plan for further improvements during next year’s assessment windows.

In collaboration with the Operations and Teaching & Learning departments, we have established workflows that bolster the efficiency of tech-related implementation projects. A dedicated Strategic Systems team now oversees requests for new software platforms and digital resource implementation, ensuring a more streamlined approach.

Recognizing the limitations of our previous tech ticketing system, we have worked with multiple IT stakeholders to improve the system's workflows. The enhanced system is now more user-friendly for teachers and provides the IT team with essential information for troubleshooting.

To address the extended time needed for students, particularly younger ones, to log in to digital resources, we have been transitioning many of these resources to the Clever platform. This platform offers students an online portal for easier access to the apps required for their classes. 

We have also collaborated with each of our schools and the technology department to ensure a smooth transition for students switching from iPads to Chromebooks between 5th and 6th grade, as well as ensuring that all students have access to a device during the summer months for summer school or other personal creative exploration.

Regarding future plans, we are dedicated to continuously improving our workflows and processes to provide the best possible learning experiences and working environment for our students and staff. We are eager to explore new opportunities, technologies, and strategies to enhance productivity and efficiency in the coming year.

Develop a shared understanding of the district’s Mission, Vision, Commitments and Goals across all stakeholder groups.

The Superintendent and Communications Departments have worked with the administration to instill a mission-first focus throughout the District. Our HumanEx survey results show that our staff are Mission Conscious and are engaged in furthering the District’s Strategic Plan. A video was produced highlighting the Strategic Plan and will be released shortly. We have worked to highlight activities and individuals around the District that epitomize our Mission, Vision, Commitments and Goals on social media. Students across the District recently completed a lesson about the Student Commitments, during which they were encouraged to internalize and make them their own. Dr. Hannigan joined the local Rotary Club and presented its members with the District’s Mission, Vision, Commitments and Goals. We have been active across social media, engaging with parents and community partners and tying elements of the strategic plan into many of our posts.

We will create and implement a comprehensive communications strategy to engage all stakeholder groups in the collective success of Hawthorn District 73. 

A Communication Strategy was developed and presented to the Board of Education at the Oct. 7, 2021 board meeting. We have made progress on each initiative, including incorporating the CESO Communications Audit and HumanEx survey feedback. We have seen consistent growth in both reach and engagement in our social media efforts and continue to receive positive feedback regarding the website redesign. We are exploring options to engage the broader community in conversation. New videos for recruiting and highlighting the Strategic Plan were recorded and released. Additional steps to highlight board activity and communication have included Hawthorn Highlight emails sent to the community after each meeting and planned educational videos about board governance. We are producing a physical Annual Report to be mailed to the entire community in June to showcase the district and share progress regarding the referendum.

We will create systems to successfully split the current technology department into two distinct strands: instructional technology and technology infrastructure. The Director of Instructional Technology is responsible for developing, coordinating, and supporting a strategic vision for instructional technology in the district, including STEM and Library Media Services. The Technology Support Supervisor supports the hardware and networking needs of the district. Both work to ensure SOPPA (Student Online Personal Protection Act) compliance.

The Director of Instructional Technology, Technology Support Supervisor and Technology Systems and Infrastructure Administrator have met weekly this year to collaborate and delineate which projects and support tickets fall under “technology support” versus “instructional technology.” These meetings have helped draw distinctions between the various roles in the district and avoid confusion when supporting our various interconnected systems. This work has also allowed for better coordination between stakeholders concerning technical support for our various assessments taken throughout the year. The Technology Support Supervisor and Technology Systems and Infrastructure Administrator have worked to improve our practices related to cybersecurity and staff onboarding procedures. The Director of Instructional Technology has conducted meetings with the district’s Technology Vision Committee to develop additional procedures or guidelines to streamline staff training related to technology and the vetting process for digital resources.

We will support the consistent implementation of our updated Guaranteed and Viable Curriculum (GVC) in English language arts (K-8) and math (6-8) in coordination with our original GVC Leadership Team.

We hosted a two-day professional development session in August, before the start of our school year, for our ELA (K-8) and Math (6-8) GVC Leadership Teams. The purpose of this session was to refresh our understanding of key GVC components and the critical connection to our PLC efforts and to develop proficiency scales for our priority standards. Teams continue to use our GVC to inform instruction and design common formative assessments that help monitor student progress toward mastering essential outcomes. Next year, we will refine our ELA/SLA (K-5) and ELA (6-8) GVC to align with our new foundational resources. 

We will support the consistent development and implementation of our GVC in social studies (K-8), math (K-5), and both English language arts and math at the preschool level via training and support with new Guaranteed and Viable Curriculum (GVC) Leadership Teams. This includes the prioritization and alignment of learning standards.

We are nearing the end of our professional development series with the Math (K-5) GVC Leadership Team. These sessions aim to ensure a shared understanding of key GVC components and the critical connection to our PLC efforts. Additionally, these sessions are opportunities to identify priority and supporting standards, learning targets, big ideas and essential outcomes per unit of study, unwrap priority standards, develop pacing calendars, and build proficiency scales. Our Preschool GVC Leadership Team participates in this same process for both reading and math, as their units reflect an interdisciplinary approach. Similarly, we have re-engaged our GVC for Algebra with middle school math department members. We deliberately delayed the start of our Social Studies GVC Leadership Team until after December 31 to align with revisions in ISBE’s timeline for updating the standards. We are in the process of hosting these social studies sessions (K-8) to ensure we are prepared for the required implementation during our 2022-2023 school year.

We will engage in a pilot analysis of Tier 1 elementary and middle school English language arts / Spanish language arts materials within a curriculum review cycle. The purpose of our pilot is to select a foundational resource for district-wide implementation in 2022-2023. 

Multiple teams across the district piloted specific foundational resources in ELA/SLA. Most teams began implementation in early October, following a comprehensive onboarding program. Team members engaged in additional professional development sessions with curricular representatives from the publishers throughout the pilot period. In addition, each pilot team received regular updates from our Teaching and Learning Department with support, reminders and resources. In December, pilot team members responded to a comprehensive survey to share their feedback on key criteria for our assessment of the foundational resources. This feedback was used to generate a robust evaluation tool, which was shared with all pilot team members at the end of January. Using this and other data collected during our pilot process, the administrative team reached a consensus around the selection of Into Reading/¡Arriba la Lectura! as our preferred English Language Arts and Spanish Language Arts foundational resource in grades K-5. For grades 6-8, myPerspectives was selected as our preferred English Language Arts foundational resource. In March, pilot team members presented our recommendation to the Board of Education, which approved our recommendation in April. Professional development will begin in May, with implementation scheduled for 2022-2023.

We will participate in planning and professional development to ensure readiness for the implementation of a consistent and robust STEM program at the middle school level in 2022-2023.

STEM teachers at Middle North and Middle South have completed the necessary training sessions to implement the first round of new Project Lead the Way modules in their classes next year. Our 6th-grade students will participate in the courses “Design and Modeling” and “Computer Science for Innovators and Makers.” The 7th-grade students will participate in the courses “Medical Detectives” and “Science of Technology.” Our staff members will meet to collaborate on Project Lead the Way implementation planning during the summer. They will prioritize the content and skills to be addressed and identify common formative assessments. Training will take place next year to prepare for the implementation of the 8th-grade courses “App Creators” and “Flight and Space” during the 2023-2024 school year.

We will review our current Library Media Services program, study best practices, and develop a corresponding proposal including purpose, staffing, schedules, resources, and physical space with the goal of creating an implementation timeline to begin in 2022-2023.

Our Library Media Services Team worked on analyzing the needs of our library programming, especially as it relates to better serving to support literacy instruction, information literacy, digital citizenship and our ELA/SLA foundational resources. The team identified needs related to our purpose and goals, physical spaces, staffing, scheduling and other resources. The team also conducted site visits at local school districts that have recently renovated their library spaces and consulted with a designer for initial redesign options for each school library. Using the feedback collected from this team and other district stakeholders, the Director of Instructional Technology presented an update on the project’s progress in February. This included our staffing recommendation in the general staffing recommendation shared by the Assistant Superintendent for Human Resources, which included a library assistant position at each elementary library and a Library Media Specialist at each of the middle schools. The board of education approved the recommendation in March. We are continuing the work of collaborating with building and district administrators to refine the structure and scheduling of library services at each of our schools.

We will focus on equity and inclusion in an effort to ensure all students feel safe and represented at school. This includes attention to student access and opportunity with regard to positive student outcomes.

Providing students with access and opportunity creates an equitable and inclusive environment where all students feel safe, have a sense of belonging, and are represented at school. The Board of Education projects identified below included an equity and inclusion lens to support our collective teaching and learning goals in alignment with our Strategic Plan.

• Guaranteed & Viable Curriculum Refinement

• Foundational Resource Adoption

• Library Media Services Review

• Multi-Tiered Systems of Support Development

• School of Dual Language Audit

In addition to these efforts above, Hawthorn District 73 will be utilizing the information from the Equity Journey Continuum from Illinois Report Card to support our ongoing efforts on diversity, equity and inclusion. The Equity Journey Continuum is an informational tool for districts to track their progress toward closing gaps in student achievement, opportunities, and support. Through the equity lens, the tool analyzes a continuum of district-level data points already collected and reported to ISBE to make that data more useful for improving outcomes for all students.

Additionally, our Parent Liaison has worked directly with our principals, social workers and families to support our community with issues associated with technology access, food insecurity and providing increased access to local resources.

We will begin the implementation of our updated Multi-Tiered System of Supports (MTSS). This includes districtwide practices, processes, and structures specific to academic intervention and enrichment services, as well as professional development to support these efforts.

The refinement of MTSS practices, processes and structures began in May of 2021 with the development of a district-wide MTSS team. This district-wide team comprised representatives from each of Hawthorn’s buildings. At the beginning of the 2021-22 school year, the district-wide MTSS Team came together for a professional development session. The team was provided with the newly created MTSS handbook that specified the districtwide practices, processes, and structures to support students' academic and social-emotional needs who needed interventions or extensions of learning targets. Clearly defined definitions of each of the three tiers were provided, and each staff group was provided clear roles and responsibilities. Building teams left the session with their plan to support MTSS at their buildings.

Also, in August 2021, the text “Taking Action” was provided to each staff member. This text supports our refinement of the MTSS framework and has been used as a guide to implementing MTSS practices throughout the school year. During faculty meetings and Early Release Days, staff members participated in activities that featured key content from the text. 

Additional professional development sessions for the District Site Intervention MTSS Team were provided in September, October and December 2021. Each professional development session was differentiated based on the grade level and the roles of those attending. These were working sessions where the building teams learned practices, analyzed data and shared artifacts about collaborating and reflecting within the systems and processes occurring at their building. Besides weekly PLC meetings, to better support our advanced students, our enrichment staff continues to be supported with formal professional development sessions led by our talent and development consultant, Jeanine Buishas. 

Throughout the 2021-2022 school year, buildings received differentiated support to ensure effective implementation. Data on the understanding and use of core components of MTSS continue to be collected and analyzed. The last meeting with this school year's district-wide Site Intervention Team will occur on May 23. This meeting will look at each building’s data, celebrate their successes and plan for the 2022-23 school year. Next year our all-staff text, “Behavior Solutions,” will continue to expand the MTSS process focusing on academic and social behaviors.

We will engage in a comprehensive evaluation of the Dual Language Program with respect to programming goals, objectives, and the language allocation plan. The evaluation will focus on program structure; curriculum and instruction; assessment and accountability; professional development; family and community; and support and resources.

Hawthorn School District 73 utilized The Guiding Principles for Dual Language Education to complete a comprehensive evaluation of District 73’s dual-language program. The Guiding Principles for Dual Language Education is a comprehensive and research-supported tool designed for ongoing planning, self-reflection, and improvement. This instrument provided us with the opportunity to critically examine the structures, policies and practices within our program and align them with researched-based criteria to achieve the intended equitable outcomes of dual language programming that include the following:

• Bilingualism and Biliteracy

• Grade Level Academic Achievement 

• Socio-Cultural Competence

The comprehensive evaluation also incorporated teacher, parent and student surveys; teacher interviews; a site visit, and review of programmatic documents from other dual-language programs in neighboring districts. The results from this comprehensive evaluation were presented at the February 24, 2022, Board of Education meeting. 

The following programmatic changes will be implemented in the 2022-23 school year: 

• Implement a 50/50 Language Allocation Plan (50% in English and 50% in Spanish) 

• School-Wide Content Allocation Plan 

• Provide each grade level with two separate literacy blocks (Spanish and English) 

• Each teacher is a language specialist (focusing on one language)

• Each teacher is a content specialist (focusing on specific content)

• One teacher at each grade level partners with a teacher at a different grade level 

• Ongoing professional development

We will engage in Phase 4 of construction which includes the design and development of Middle School South building additions and renovation and mechanical updates at Aspen. 

The Board of Education approved contracts for the Middle South and Aspen projects. The Aspen project will include mechanical updates in one wing of the building and a new clock/bell system. The Middle School South project will expand the music spaces, reconfigure existing classroom space to support the new Project Lead the Way curriculum, and update the clock/bell system. Both projects will begin as soon as school ends. The Aspen project will be completed before the opening of school in August of 2022. Middle School South will open in the fall with the new STEM labs completed and the new clock/bell system installed. The music spaces are scheduled to open in January 2023.

The Leadership Academy is underway with 24 participants, and it has met three times. Through these meetings, participants have learned about various leadership styles and have heard firsthand experiences from current administrators about the professional paths they took to be in their current roles. Members have also engaged in discussing the Patrick Lencioni book, The Advantage. Conversations have been thought-provoking and have stretched the participants' perception of leadership. The feedback has been very positive. Here are a couple of the comments shared after our last meeting:

• “This academy is one of the most beneficial professional development sessions I have been to. Helping build our skills as leaders in a capacity that can be used in many ways is great. There is truly something for us to learn no matter the leadership path we are taking. I enjoy working with colleagues and having the opportunity to learn from current administrators.”

• “I am so grateful for the honest and open dialogue. I feel like I am back in grad school, in the best sense. The collaboration and high-level communication amongst peers in this setting are so refreshing and rewarding.”

For our final meeting, feedback was solicited from the participants as to what topics would be most beneficial to them.  The vast majority of the responses received requested to hear from additional leaders within the organization and their professional journey.  To that end, we had five administrators in various positions share their stories.  

As we review the year and the feedback from our Leadership Academy participants, the overwhelming tenor of responses has been incredibly positive. Participants have commented how much they appreciate the open and honest conversations and the thought-provoking nature of the book study. Many have shared how it has adjusted their mindset and broadened their perspectives. 

Finally, as we have had the opportunity to add additional leaders to Hawthorn for the 2022-23 school year, we are proud to share that seven were participants in the Leadership Academy. This Academy will undoubtedly become an annual tradition at Hawthorn moving forward.

With the foundational PLC pieces in place, PLC teams across the district will work collaboratively to develop Common Formative Assessments (CFAs) and implement assessment for learning cycles. For a second year, the District 73 Leadership Professional Learning Community (PLC) Leadership Teams will continue to collaboratively guide the systemic implementation of these impactful PLC practices and structures across the district. 

This was the second year of deep implementation of Professional Learning Communities across the district. Building on last year’s foundational training, this year’s focus has been on instructional cycles, and the development and implementation of common formative assessments. During our September and November Early Release Days, as well as our October Institute Day, Dr. Dennis King (Solution Tree) guided staff in building upon last year’s work and implementing the assessment for learning cycle. All school schedules were designed for teams to collaboratively engage in this important work. Time was provided at every Early Release Day and during Institute Days for teams to collaborate within their PLC s. Additionally, during Early Release Days, Dr. King partnered with administration around specific leadership training, tools, and protocols that will help administrators provide feedback and guidance to support PLC teams in their buildings. Many buildings ended the year with PLCs  formally reflecting on their progress and planning for next year.  Moving forward into the 2021-22 school year, PLCs will continue to be invaluable as we continue the PLC process and focus on meeting student intervention and extension needs.

We will engage in the design and development of Hawthorn Elementary South building additions and programs. 

Permits have been issued and construction will begin on June 7. Prior to school starting in August of 2021, the HVAC system will be overhauled and all ceiling tiles in the buildings will be replaced.  All other construction will continue during the 2021-22 school year with additions and renovations complete prior to the start of the 2022-23 school year.

We will collaborate with the Hawthorn 73 learning community to develop a strategic plan focused on the growth and learning of all students.

Dr. Hannigan and Dr. King (Solution Tree) facilitated our Strategic Planning Committee to create Hawthorn’s five year Strategic Plan. The committee was composed of 55 representatives from Hawthorn's staff, families, and community. They began meeting in February of 2020 and reconvened virtually this year for three additional meetings. These meetings were utilized to finalize our mission, vision, commitments, and goals. The completed strategic plan was approved by the Board of Education and is each building’s guidepost as they create their school improvement plans. 

We will continue to utilize the results of the 2019 technology audit to develop and enhance the D73 instructional technology plan.

The Instructional Technology Department continues to review staffing levels and needs based on the Net56 technology audit and the current and future demands on remote and hybrid learning. The technology staffing levels now include 5 full time technicians: (1) Tier 1 Help Desk and (4) Tier 2 Support Technicians.  The Director of Instructional Technology will finish out this current school year as the supervisor of this team.  For the 2021-22 school year, a Technology Support Supervisor will be hired to lead this team and support the maintenance of district technology infrastructure. This allows the Director of Instructional Technology to focus on training, Professional Development, and systemic changes that will take place due to the 1:1 implementation of devices for pre-K through 5th grade.

We will implement Bridges in Mathematics (K-5) during the 2020-2021 school year. Efforts will include: providing a consistent scheduling framework; sharing teacher training resources for successful implementation in a remote setting; monitoring and mentoring consistent use of key resource components; and coordinating additional, district-wide training for elementary teachers.

Bridges in Mathematics has been implemented in grades K-5 for students in both general and special education. Staff participated in grade level-specific professional development sessions provided by the Math Learning Center in both the fall and winter; our most recent training focused on differentiation (both intervention and extension) to support student success. Additional professional development was provided to staff in our self-contained special education program. Throughout this year, staff have received bi-weekly newsletters and guidance documents customized for our district. Individual student kits were ordered to further support learning in a remote environment, and staff have had access to digital displays and manipulatives. At this time, we are planning for our second year of implementation. This includes seeking staff feedback around materials that need to be replaced, preferred topics for professional support, and the development of updated implementation guidelines. We are also working closely with the Math Learning Center around the recommended scope and sequence for next year, as well as continued professional development.

We will support the consistent implementation of our updated Guaranteed and Viable Curriculum (GVC) in English language arts (K-8) and math (6-8) via ongoing support and training sessions with our original GVC Leadership Team (teacher representatives and building administrators). Next steps include attention to fidelity and the development of coordinating assessments. 

During this school year, we have led compacted GVC development sessions for grade level departments that have common planning time during the school day. Specifically, middle school algebra, preschool English language arts, seventh grade civics (in alignment with a curricular mandate), and an eighth grade social studies unit (in alignment with a curricular mandate). An invitation to re-engage with our original GVC Leadership Team (K-8 ELA, 6-8 math) for two full days in August has been shared with staff, so that we may participate in our sixth session and then transition to maintenance mode. Additional communication or time together may be scheduled during the 2021-2022 school year to support these efforts, as GVC development is intended to be an ongoing cycle of refinement.

We will strengthen our Multi-Tiered System of Supports (MTSS). This includes districtwide practices, processes, and structures specific to academic intervention and enrichment services.

The school year began reviewing Hawthorn’s current Multi-Tiered System of Supports (practices, processes and structures) and creating a plan for revision and refinement. Utilizing  two years of deeply embedded PLC foundational learning, a MTSS Handbook that defines the process and organizes all forms and procedures in one central location has been created. The original drafts were shared with specific departments for feedback. After many feedback loops, the completed handbook will be shared with all staff at the beginning of next school year.  Additionally, an MTSS Team, composed of representatives from each of our buildings, has been chosen and an introductory meeting occurred with this team on May’s Early Release Day. In August, these representatives will participate in a half day of MTSS training. Additional learning sessions have been planned for this team throughout the 2021-22 school year. The MTSS Team will utilize their learning to lead all aspects of MTSS implementation including providing professional development and support at the building level. 

District 73 will begin the 2020-2021 school year by implementing our Remote Learning Plan. We will work with the Lake County Department of Health to determine when it is safe to begin phasing in on-campus learning options. Within our Remote Learning Plan, students and staff will follow structured synchronous and asynchronous learning schedules each school day.  

We will collaboratively engage in a systematic process to review our current Licensed Staff Evaluation procedures and develop a comprehensive evaluation handbook to reflect the Hawthorn District 73 system.

Discussions have occurred with HEA leadership to outline necessary components and steps to capture our current Licensed Staff Evaluation procedures in a handbook.  This handbook includes Hawthorn’s evaluation procedures as well as agreed upon timelines and required forms to be completed through our online, My Learning Plan, system.  This document will be available for all Licensed staff to begin the 2021-22 school year.

Collaborate with the Village of Vernon Hills to develop and implement a Standardized Crisis Plan.

In collaboration with the Village of Vernon Hills Police Department, the District developed a Standardized Crisis Plan. The Hawthorn plan evolved utilizing the model from Vernon Hills High School District 128 at the suggestion of the Vernon Hills Police Department. Each building modified the District plan to consider building specific needs. Currently, each building in the District has a Standardized Crisis Plan for their respective building.

Develop a Professional Learning Community (PLC) Leadership Team to collaboratively guide systemic implementation of PLC practices and structures across the district.

PLC Year-Long Plan: In the spring of 2019, a year-long PLC Implementation timeline for the 2019-20 school year was created. The plan identified clear outcomes and listed evidence of district-wide implementation to ensure systematic execution of PLC practices and structures across the district. Throughout this school year, the plan has been implemented and evaluated as written on a monthly basis with minor adjustments. The three Early Release Days and monthly faculty meetings have been guided by this roadmap. The district-wide plan includes:

•  System-wide district outcomes for each month. 
• Objectives, outcomes, and products were identified as evidence of implementation for each of the Early Release Days.
• District-wide, all staff book clubs use the text, “Learning by Doing” to support foundational understanding of PLCs and the deep implementation of PLCs at the building level.
• The connection and team level implementation of the district’s PLC plan communicated to staff members utilizing the supporting PLC text, “Learning by Doing” in the building’s monthly Faculty Meetings. Each and every building participates in the same monthly plan for Faculty Meetings.

Because of the plan and the ongoing implementation, all levels of the organization can see the connection of their work to the ultimate outcome of collaboration in PLCs to increase student achievement. Additionally, this system-aligned plan has provided all stakeholders with clarity of the district’s commitment to PLC implementation and each member’s role and responsibility in completing this goal.

The year-long, district-wide plan with monthly goals and outcomes for district-wide PLCS was followed and implemented until the closing of school buildings in March 2020. Similarly, the text, “Learning by Doing, was also used, up until March 2020, as a guide for discussion and reflection in monthly Faculty Meetings. All buildings led their meetings using the instructions created by the T&L Team to ensure continuity of essential outcomes from each chapter. In regards to the plan’s outcomes and goals for our early release days, four of the six Early Release Day monthly goals and outcomes were completed. Two Early Release Days were canceled due to the closure of schools, The four Early Release Days were facilitated by Dr. King, from Solution Tree. Dr. King utilized a differentiated approach with multiple stakeholder groups to guide specific learning. Dr. King led the differentiated groups through cycles of learning, implementing, reflecting and revising to increase results in student learning. The canceled April and May Early Release Days, that were contracted with Solution Tree, will be rolled over into the 2020-21 school year. These days will be used in the 2020-21 school year to continue the important implementation of PLCs district-wide. .  

Review instructional practices, assessments, and resource allocations to close the achievement gap for our English Language Learners and students in special education.

Hawthorn School District 73 utilizes a system of state and local assessments to monitor student achievement and growth. Using this combination of assessment data allows us to identify strengths and areas for growth so that individualized learning and instruction can occur for each student. 

Based on the 2019 Illinois Report Card, Hawthorn School District 73 serves approximately 4,102 students of which 24% are identified as English Language Learners (multilingual learners). In the area of English Language Arts, approximately 10% of the students identified as English Language Learners were identified as proficient as measured by the Illinois Assessment of Readiness (IAR). In the area of Math, 14% of English Language Learners were identified as proficient as measured by IAR. 

The ACCESS for ELLs 2.0 suite of assessments are secure large-scale English language proficiency assessments administered to kindergarten through 12th-grade students identified as English Language Learners (ELLs). The test is given annually in Illinois to monitor students' progress in acquiring academic English. ACCESS assesses students’ proficiency in each of the four language domains of listening, speaking, reading, and writing. Students receive an overall composite score. An overall composite score of 4.8 and above allows students to exit from ELL and bilingual services. 

 
Increasing student performance for English Language Learners on the IAR is directly linked to increasing their English Language Proficiency scores. To that end, District 73 has facilitated and supported a number of professional development opportunities for staff members in an instructional approach designed to make content more comprehensible for English Language Learners. Professional development in the Sheltered Instructional Observational Protocol (SIOP) has been offered in the summer and fall to over 100 staff members. The Teaching and Learning Department will partner with the School of Dual Language to identify specific targets and plans to facilitate district implementation of SIOP. 

The Bilingual Education and Language Acquisition Department has also increased the number of licenses for IMAGINE LEARNING, a computer-based instructional software designed to support English Language Learning. In addition, we are currently conducting an inventory of our Spanish Language Arts materials (Maravillias) to determine if we have all the necessary components to facilitate the full implementation of this curricular resource. 

Based on the 2019 Illinois Report Card, approximately 15% of our students receive special education and related services in accordance with their Individual Education Program (IEP).

While our population has students qualifying for special education services under many different eligibility categories, the Illinois School Board of Education found the District to have an over-representation of students from Hispanic backgrounds that have been identified under the eligibility category of Specific Learning Disability. In order to address this disproportionality, we have been working on providing professional development to help staff, both general and special education, address this concern. 

We are expanding our SIOP training beyond the Hawthorn School of Dual Language and in collaboration with the Teaching and Learning and Bilingual Education and Language Acquisition Departments have trained over 30 general and special education teachers around the district in SIOP. By the end of the 2019-2020 school year, over 60 staff members will be trained. The goal of this professional development opportunity is to improve instructional strategies for our English Language Learners with the expectation that, by doing so, students will not require special education services.

The Special Services Department is also working collaboratively with the Teaching and Learning Department on the math pilot and will be assisting with the purchase of supplemental instructional materials to support differentiated math instruction in Tier 1.

The efforts outlined above augment the work that is currently being addressed within our PLC efforts, School Improvement Plans, piloting/purchasing Tier I materials and our dedicated work in refining and refreshing our guaranteed viable curriculum. All of these efforts provide the foundation for access and equity for all students. 

Next Steps: Professional development in the Sheltered Instructional Observational Protocol (SIOP) was provided in the summer and fall to over 100 staff members. This professional opportunity will continue into the fall of 2020. The Teaching and Learning Department will partner with the schools in 2020-21 to identify specific targets and plans to facilitate a consistent implementation of SIOP across the school district.

Prioritize and align learning standards to define essential outcomes in English Language Arts (preK-8) and math (6-8).

The purpose of our GVC Leadership Team is to advance student growth and learning by prioritizing and aligning learning standards K-8. We use these prioritized standards (essential outcomes) to refresh and refine our unit plans, pacing calendars, and assessments. Our dedicated GVC Leadership Team members participate in half-day sessions to engage in this important work. Each session includes new learning of GVC development processes and provides collaboration time to implement that learning. At this time, we have selected essential outcomes for ELA (elementary and middle school levels) and math (middle school level) with attention to vertical alignment. During our revision cycles, we used formal feedback from GVC Leadership Team members and grade-level teams across the district to ensure consistency and collaboration. We have also started the process of auditing our units of study by aligning our newly identified essential outcomes with each existing unit. This helps us discover which units may need to be changed or replaced to ensure a focus on agreed-upon outcomes. 

The team participated in three half-day and two full-day sessions of professional development and planning to prioritize and align learning standards. We then used our prioritized standards (essential outcomes) to refresh and refine our pacing calendars and unit plans. Each of our GVC Leadership Team training and planning sessions began with a review of our team’s purpose, responsibilities, and norms. Different Kagan cooperative learning strategies were then used to ensure a shared understanding of concepts presented in previous sessions; team members had an opportunity to learn and practice these impactful instructional strategies for future implementation in the classroom setting. The majority of our time together was dedicated to the introduction and subsequent application of skills or steps related to the rebooting of our GVC. At the conclusion of each session, a set of common slides and talking points were developed. GVC Leadership Team members used these tools to facilitate structured information sharing and/or feedback cycles with their colleagues. This served to ensure consistency and collaboration throughout the district.

Once our essential outcomes were selected for elementary ELA, representatives from the School of Dual Language met for a special session dedicated to the identification of essential Spanish Language Arts (SLA) standards. We identified the SLA standards that mirrored our ELA standards to ensure consistent learning outcomes for students. Provisions were made for standards distinctive to the Spanish language.

Engage in a pilot analysis of Tier 1 math materials within a modified curriculum review cycle to select a foundational resource in math for district-wide, K-5 implementation

High-quality Tier I materials support teachers’ implementation of the curriculum, ensuring equity and access to grade-level content for all students. We primarily used EdReports to identify two Tier I materials for our math pilot: Bridges in Mathematics and Eureka Math. Math Pilot Team members were assigned to pilot one of these resources and participated in a full-day training session to support their understanding and implementation. Throughout the pilot, our team engaged in formal feedback loops and were also invited to informally share their questions, thoughts, and experiences. Formal feedback data were regularly shared with our Math Pilot Team members and building administrators to ensure transparency. Following the completion of our pilot, building and district administrators met to analyze the resulting data in an effort to identify a preferred resource for recommendation to the Board of Education. Particular emphasis was placed on feedback provided by our Math Pilot Team at the conclusion of our pilot period, their Final Reflection and Analysis. We reached a consensus around a proposal to recommend Bridges in Mathematics to the Board of Education for K-5 adoption. This recommendation was shared with all staff via a summary document that communicated our purpose, process, and outcome. The next steps included preparing our proposal for the Board of Education, selecting needed manipulatives and materials for purchase, building a staff training plan, identifying needed resources to support parents, and much more.

Members of the Math Pilot Team presented our recommendation for the K-5 adoption of Bridges in Mathematics to the Board of Education this spring, and our plan was approved. Working in consultation with representatives from our Math Pilot Team and the Bridges consultants, and using the results of an elementary staff survey, a comprehensive set of manipulatives and materials were ordered. A detailed inventory was provided to our elementary teams to help ensure readiness for expected resources. Due to the pandemic, our original staff training schedule was revised; once the Math Learning Center (Bridges in Mathematics) finalized its plans for remote professional development, we secured dates for our staff. Specifically, training was scheduled for all elementary general education classroom teachers, special education teachers (resource and L.O.P.), ELL teachers, specialists/interventionists, and building administrators. Our reading specialists also attended the training, as this builds staff capacity and provides greater flexibility in how services are delivered across the district. The Math Learning Center’s newly revamped professional development program includes a sequence of both self-directed learning modules and live training sessions (via Zoom). The training is paced in a specific sequence, and we planned accordingly. Remote learning planning days were allocated for the self-directed modules. In addition, all trained staff were provided with access to the Bridges Educators Site. This site includes all curricular materials for both teachers and students in a digital format.

Next Steps: All materials have arrived and are currently in storage. They need to be unpacked, sorted by grade level and school, tagged with an ID number, and organized for distribution. While we had a multi-step plan for this process, this work will be adjusted to accommodate for social distancing and any further guidance from ISBE regarding the 2020-2021 school year. Planning is also underway for parent/guardian communication, remote use of the resources (if needed), training of any staff hired over the summer, continued professional development, implementation expectations, and more.

Review our middle school academic schedules to ensure they reflect district goals and priorities.

Per the professional agreement, a committee of HEA members and district administrators will convene in the 2022-2023 school year to plan for the increase in our instructional day. All parties acknowledge and accept that the outcome of this committee will be the establishment of a 7-hour school day to begin at the start of the 2023-2024 school year.

Use the results of our technology audit to develop an instructional technology plan

A Director of Instructional Technology was hired on October 17. A committee is being formed starting in February to assist in the development of a multi-year technology plan that will work in tandem with the results of the Strategic Planning Committee. Tech department responsibilities have been restructured to better serve the needs of all buildings equitably and to address issues related to network security (in coordination with Net56 beginning January 2020). 

The tech department has also developed a system for consistency across the district with regard to outside presenters and internal presentation or event setups. Strategies and equipment have been implemented to improve the overall quality of presentations across the district. There are significant changes in student data privacy laws that will go into effect July 1, 2021. The tech department has initiated steps to plan for these changes and how they will affect classroom technology usage in the future.

Technology needs for the Hawthorn School for Young Learners were reviewed and members of the technology department have coordinated with DLR and LAMP to ensure consistency in communication and planning. We are currently evaluating future building upgrade needs (sound systems, projection, etc.) Several other steps have been taken to streamline tech processes and systems based on audit results.

A technology committee was formed and began to meet in February. The purpose is to gather staff feedback as we form long-term technology plans that include collaboration between Teaching & Learning and Instructional Technology, as well as feedback on potential technology utilization throughout the district. The COVID-19 pandemic cut these meetings short and the committee will reconvene in the fall. The pandemic response has also prompted the tech department to reevaluate past and current practices with an eye toward adjusting to the needs of continued remote learning and developing a work and educational environment that can respond quickly to any such situations in the future.

At the May 2020 Board of Education meeting, the Director of Instructional Technology presented a proposal for needed device purchases to help support both in-person and remote learning. This will allow the district to retire many older devices that were being used in our schools despite being beyond their expected life cycle. It will also provide us with the assurance that our staff and students have the tools needed to continue working and learning while we gather data and feedback for the long-term vision of how Hawthorn integrates and implements technology.

Collaborate with the Hawthorn Education Association to obtain a mutually agreed-upon contract

We are pleased to report that a mutually beneficial and fiscally responsible five-year collective agreement has been reached and approved.  Formal negotiations began in January of this year and concluded mid-March.  Our HEA partners voted in favor of the agreement with a vote of 87.5%  in favor.  Subsequently, it was approved by the BOE in April by a 7-0 vote.  

Plan for the opening of the Hawthorn School for Young Learners.

The opening of our HSYL is fast approaching, and we are excited to welcome students to a new learning space. We have continued to work through a number of tasks to ensure readiness for HSYL students, staff and parents. Perhaps most visible is the actual HSYL building construction, which necessitates ongoing coordination between the architectural and engineering teams, as well as our financial, facilities, and technology departments. In addition, we maintain a detailed timeline of all things kindy to keep us on track. Our spreadsheet spans multiple departments, including human resources, facilities, and teaching and learning. Tasks include, but are not limited to: analyzing incoming kindergarten enrollment and demographics to develop a comprehensive staffing plan, reviewing the technology and facilities plan for needs and updates, providing SIOP training to our Kindergarten Team, and finalizing our spring professional development plan.

The opening of the HSYL is on-track and on time to open in late June and will be ready for August’s school opening. Many departments from curriculum to staffing to building and grounds continue to work collaboratively using a monthly timeline of actions and responsibilities to keep the opening of the new school on time and to foresee and solve any upcoming problems. In late February, the staff was brought together in their first evening activity to welcome the  parents of the 2020-21 kindergarten class. Dinner was served and teachers mingled with each other, members of Hawthorn’s District Cabinet, and Board of Education. The staff has already begun to meet and plan as one. As of today, staffing is completed and all aspects of the opening are on schedule. 

Engage in the design and development of Middle School North building additions and programs.

The District has worked with our architects - Legat Architects as well as the Design Team to develop additions and programs for Middle School North.  Design, schematic, and construction plans have been presented and approved by the BOE.  The project has been successfully bid and the contracts have been awarded within budget.  Permits have also been acquired from all pertinent agencies.  The project is on track to successfully be complete and open by Fall 2021.     

Implement a data-driven “90-Day School Improvement Process” focused on math, literacy and district culture. 

A professional learning community (PLC) is defined as “an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.”

In October 2019, our school district launched a 90-Day School Improvement Process within each of our schools. The goal of the 90-Day School Improvement Process is to have our district administration partner with building administrators and school staff to review and analyze state and local assessments and create corresponding goals. Each of the respective schools is provided a common data deck that contains both district and school-specific assessment information. We collaboratively reviewed and analyzed data to identify collective strengths and challenges across our school system.

Within the school improvement process, building administrators work directly with school leadership and grade-level teams to discuss their school’s progress toward our District 73 goals and identify school-wide goals in the area of literacy, math and culture. The Plan-Do-Study-Act approach within the school improvement process provides a structure that allows school-based teams to engage in continuous and recurring cycles of collective inquiry focused on their school-wide goals. In addition, each of the teams is provided a series of questions designed to provide guidance and structure as each team analyzes their respective data and creates their school-wide goals. 

A significant component in the 90-day School Improvement Process focuses on having each of the respective building school improvement teams meet with district administrators to review their school’s progress towards district and school goals. The meetings are designed to prompt meaningful discussions, feedback and encourage and support reflective practice.

The foundation of the school improvement process is anchored in the constructs associated with professional learning communities. There are six essential components that are embedded within the PLC process. These processes are critical for schools and districts to embrace as they move towards creating educational environments focused on student learning.

• Shared mission, vision, values, goals
• Collaborative teams focused on learning
• Collective inquiry
• Action orientation and experimentation
• Commitment to Continuous improvement
• Results orientation 

A significant component in the 90-day School Improvement Process focuses on having each of the respective building school improvement teams meet with district administrators to review their school’s progress towards district and school goals. The meetings are designed to prompt meaningful discussions, feedback and encourage and support reflective practice.

Outlined below are the dates that the District Leadership Cabinet met with each school to review their respective School Improvement Plans:

2/11/20: Middle School South
2/19/20: Middle School North and Townline School
2/20/20: Elementary North 
2/24/20: School of Dual Language 
2/25/20: Aspen and Elementary South
3/13/20: Lincoln School - rescheduled due to remote learning planning 

The meetings were designed to prompt meaningful discussions, feedback and encourage and support reflective practices within each of the schools. The foundation of the school improvement process is anchored in the constructs associated with professional learning communities. There are six essential components that are embedded within the PLC process and that were highlighted within each School Improvement Plan. These processes are critical for schools and districts to embrace as they move towards creating educational environments focused on student learning.

• Shared mission, vision, values, goals
• Collaborative teams focused on learning
• Collective inquiry
• Action orientation and experimentation
• Commitment to Continuous improvement
• Results orientation 

Next Steps: We will continue to focus on efforts on enhancing our professional learning communities and reconvene our school leadership teams to focus our School Improvement Plans to focus on math, literacy and culture.

Collaborate with the Hawthorn 73 learning community to develop a strategic plan focused on the growth and learning of all students.

Over 50 representatives from these Hawthorn stakeholder groups; staff, administrators, school board, parents and community met in our first two-hour Strategic Plan Meeting on February 6, 2020. The meeting was held at the Vernon Hills Park District and was facilitated by Dr. King, from Solution Tree, and Dr. Hannigan. After an introduction of the process, Dr. King led the team through a series of activities and discussions to identify the type of school Hawthorn School District aspires to be for our students. This discussion helped us explore our current reality and define our mission. The chart paper with each team’s ideas were collected and shared in late February with a group of 6 representatives to create a draft Mission Statement. The additional planned two sessions (April and May) were cancelled due to COVID-19. As in our PLC work, the two contracted days with Dr. King will be rolled over into the 2020-21 school year. Discussions have already begun with Dr. King to determine the most appropriate time to reschedule. The goal is to pick up the Strategic Planning work in August 2020.