Goals & Progress 2024-2025

Six Math Specialists supported teacher and student learning throughout the past school year, working in classrooms and pulling students out for math interventions and enrichment sessions.    

Six math specialists were hired last summer - one for each elementary school and for Gemini. In late August/early September they participated in collaboration and training sessions to ensure that they were knowledgeable about District instructional practices and were able to coach teachers and support student learning. Currently, they are taking coursework to earn the Illinois State Board of Education (ISBE) Math Specialist Endorsement. Math specialists are now supporting teacher and student learning by working in classrooms and pulling students out for math interventions and enrichment sessions. The Math Specialist Team will present its work at the January 9, 2025 Board of Education meeting.

• Develop a framework for math instruction that supports "doable" differentiation;
• Design math progressions for vertical and horizontal articulation; and
• Evaluate if the current core resources - Eureka^2 at the elementary level and Open Up at the middle level - are still serving our needs or if a curriculum review is needed.Completed instructional framework that includes "doable" differentiation methods and math progressions aligned across the grade level and learning continuum.

Completed instructional framework that includes "doable" differentiation methods and math progressions aligned across the grade level and learning continuum. 

Math curriculum next steps presented to the Superintendent for the 2025-26 year.

District 63's Math Leadership Team continued to meet throughout the 2024-2025 school year and developed a math instructional framework. Additionally, the team evaluated the District's current math curricular resources and determined that we should explore additional options for a possible curriculum review process during the 2025-2026 school year.

District 63's Math Leadership Team - comprising 36 K-8 teachers, specialists, instructional coaches, and administrators - met for the first time on November 7, 2024 to begin developing a math instruction framework. This work will continue during the next meeting on February 13, 2025. 

Led by principals, instructional coaches, and math specialists - in collaboration with the Teaching and Learning Department - all schools continued to facilitate monthly PDSA cycles, focused largely on strengthening math instructional practices through doable differentiation. These cycles took place during grade level and department meetings, and during School Improvement (SIP) Days.

Led by principals, instructional coaches, and math specialists - in collaboration with the Teaching and Learning Department - all schools have facilitated two to three monthly Plan-Do-Study-Act (PDSA) Cycles, focused largely on strengthening math instructional practices through doable differentiation. These PDSA Cycles took place during grade level and department meetings, and during School Improvement (SIP) Days.

During the 24-25 school year, District 63 teachers used the RULER Essential Map to teach social-emotional learning (SEL) lessons in their classrooms. During walkthroughs of classrooms across the District, students were observed using the RULER tools, using RULER vocabulary to discuss their emotions, and engaging in social and emotional learning consistently. 

Staff from across the District met in June to create social and emotional learning instructional maps for PreK-8th grade students. Using RULER-provided lessons, District resources, and first-year implementation feedback, week-by-week calendars were developed for each grade level with nearly all required teacher materials ready for use by the first day of school. Next steps: completing RULER walk-throughs at all schools and collecting implementation feedback in order to refine materials in June for the 25-26 school year.

The middle school ML Resource Team reconvened on December 6, 2024 and March 7, 2025, to refine newcomer ELA class objectives, develop a revised course description, and establish criteria for student exit from the newcomer class. The updated newcomer classroom objectives and course description were presented to the Assistant Superintendent of Teaching and Learning and the Gemini Principal in May 2025. The Gemini ML Resource Team will implement the updated course objectives and the newcomer ELA class exit criteria at the beginning of the 2025-2026 school year and inform Gemini staff of the updates.

 In April 2024, the Multilingual Department - working with an outside consultant - conducted a thorough evaluation of the K-5 Multilingual Learner (ML) Resource Program and found that the service delivery model focused disproportionately on newcomer students, compromising support for all other ML students. As a result, in August 2024 the District implemented a restructured approach to optimize multilingual resource services without compromising supports for newcomers. Previously, newcomer students were pulled out from classrooms for 45-60 minutes per day in grade-level groups to focus on language and academic instruction. The revised model combines daily 30-minute Newcomer Connection Groups with co-teaching in general education classrooms. The groups - which include a mix of K-5 students - provide essential social-emotional support, cultural orientation, and acclimation to the school environment. ML teachers can now spend more time in the classroom co-teaching and providing targeted, just-in-time language and academic supports - ensuring that we provide equitable services to newcomers and MLs in the general education classroom. The middle school ML Resource Team (comprising three teachers) met with an outside consultant on October 31, 2024, to analyze instructional practices for newcomer students, review the current instructional framework for newcomer English language arts (ELA) classes, and discuss how these classes are meeting the needs of newcomer students at Gemini. The team met again on December 6, 2024, to review newcomer ELA class objectives, create a revised course description, and develop criteria to use when determining when to exit a student from the newcomer class. 

Schools across the District implemented attendance practices focused on students who were trending towards chronic absenteeism by providing frequent and direct contact from the classroom teachers and administrators. Data reviews will be conducted to determine next steps and ways to enhance supports for students and families.

The District Attendance Team implemented preventative and responsive supports to enhance student attendance, including monthly attendance emails to families, tips for maintaining regular attendance in family newsletters, and a multi-tiered system of supports (MTSS) for students at risk of chronic absenteeism and their families.

The EDI Committee completed all tasks for the 2024-2025 school year in the three-year plan. We'll use a similar approach next year, and we're working with administrators to change team members since many have served for two years.

The District EDI Team - comprising 22 administrators, teachers, support staff, and related services personnel - met on September 18, 2024, to participate in some professional learning and begin implementing the three-year plan. We meet again on January 22, 2025.

Demonstrating our ongoing commitment to family support, District 63 maintained its productive partnership with Oakton College (described above). Currently serving 65 individuals in the spring semester, and with continued offerings planned for the summer and the upcoming school year.

District 63 and Oakton entered into a memorandum of agreement to provide three-hour adult English classes at the Family Resource Center (FRC) twice weekly (T/Th) during each semester and the summer. Classes took place during summer and fall 2024 and will continue into spring 2025. 

Out of concern that our response rate might be compromised due to multiple family surveys this year, we postponed the FRC needs assessment survey to the fall of 2025. This adjustment may increase survey participation, allowing us to gather more comprehensive and actionable insights into family needs.

Not yet started.

To further support our newcomer students' language development, we successfully launched spring English classes in a recreational setting at our FRC. Currently, 26 students from grades K-8 are actively participating, gaining valuable additional language developing opportunities outside of the school day. 

In June, the FRC reviewed its newcomer/new student intake process. In order to streamline communication between the FRC Parent/Community Liaison (PCL) and schools, family responses to the intake interview questions are now captured in PowerSchool - making them accessible to building administrators and social workers. Based on each family’s needs assessment, we may provide more - or less - intensive support. But ongoing communication remains a key part of assisting all of our newcomer families. Intensive supports include waiving Expanded Learning fees for the family's first year in U.S., access to the FRC Marketplace/Welcome Center, ongoing support from the PCL, and English classes for parents and children.

The Technology Committee was established and met on February 13 to determine a plan of action for next year to continue evaluating educational tools in our district. The work of the Technology Committee helps the Instructional Technology Coaches (ITCs) align their training and professional development opportunities with teachers. 

Early in November 2024 teachers were surveyed to assess their knowledge and usage of District digital tools. Results are currently being analyzed to identify professional development needs and determine next steps. To streamline the evaluation and approval of educational technology tools, the District will establish a Tech Tool Evaluation and Approval Committee (TTEAC) in early 2025. The TTEAC will also play a key role in integrating professional development for staff on both new and existing digital tools used in District 63.

After a thorough review of the 2024-2025 Digital Citizenship Curriculum, the Instructional Technology Coaches rewrote the Digital Citizenship Framework for our District. This new framework will be implemented for the 2025-2026 school year and will better align with the K-5 and library curriculum essential maps. 

All K-8 digital citizenship lessons have been incorporated into grade-level essential maps. As of October 29, 2024 125 digital citizenship lessons had been taught in District 63, representing 21.3 percent of the required lessons for the year.

In collaboration with the Assistive Technology Facilitator, the Technology Department provided digital resources and devices to enhance learning access for all students.

In collaboration with the Assistive Technology Facilitator, the Technology Department continues to provide digital resources and devices to enhance learning access for all students. This includes iPads for use as communication devices and Prowise boards in STIL classrooms to support students requiring adjustable boards.

No new updates. 

The Technology Department introduced asynchronous digital onboarding via EdPuzzle Professional as part of the new teacher orientation. All new certified staff and student teachers completed the training by September.

Final Family STEAM Nights were hosted at Washington (January 16, 2025) and Gemini (February 27, 2025). Each drew in an average crowd of 100 students and families. 

Family STEAM Nights at Melzer (September), Mark Twain (October), Apollo (November), and Nelson (December) each drew an average of 100 students. Upcoming events are scheduled for Washington (January 2025) and Gemini (February 2025).

The ITCs incorporated AI into coaching cycles, EdTech Toolboxes, monthly STEAM challenges, and through student centered coaching activities throughout the school year. 

Instructional Technology Coaches (ITCs) are trialing AI tools, including MagicSchool for elementary and Brisk for middle school, with teachers and students. At Gemini, the ITC is exploring ways to integrate digital citizenship lessons focused on AI.

After a thorough review, we made a mid-year switch from BrightArrow to ParentSquare. All teachers, staff, and administration have been trained on ParentSquare and encouraged to practice using this school-to-home communication platform. 

BrightArrow was implemented, however, the process has faced significant challenges. Alternative solutions are under review, with potential changes planned for summer 2025.

No new updates.

Initial implementation of PowerSchool's Analytics and Insights Program focused on administrators and staff supporting the MTSS process. Over the summer and fall, coaches, interventionists, and literacy specialists received training. Ongoing support is available through one-on-one coaching. Next steps include expanding training to all staff via online videos and job aids.

We continue to use Cybernut, a gamified phishing training program; as of April, 121,180 phishing emails have been sent district-wide. Of these emails, 37 percent of our staff have clicked on a malicious link within an email. Our new Cybersecurity Specialist is finalizing a Cybersecurity Incident Response Plan and will continue ensuring the safety of our districts digital resources. 

Key vulnerabilities from the last penetration test have been addressed. The Technology Department launched Cybernut, a gamified phishing training program. As of November 11, 2024 over 2,300 training emails have been sent district-wide, with a 27 percent report rate. Additionally, a Cybersecurity Incident Response Team (CIRT) is finalizing a response plan, and a phased onboarding of a Cybersecurity Specialist begins this month.

For FY24, the District was at the ISBE Recognition level. The budget adopted by the Board last September ensures that the District will maintain at least a Review designation. 

For fiscal year 2023-24, the District was at the Illinois State Board of Education.(ISBE) Recognition level. The budget adopted by the Board last September ensures that the District will maintain at least a Review designation. 

The five-year financial projections were updated and presented at the April Board meeting, highlighting two scenarios. The first assumes the District continues at the current staffing levels. The second assumes we begin the process of eliminating some unneeded positions and letting several others attrit. This second scenario is the path we are taking. Based on this, the District revenues and expenditures will be much more closely balanced. This path also preserves a fund balance as a percentage of annual expenditures of 50 to 64 percent. This fund balance level is at least twice the amount recommended by ISBE.

The five-year financial projections presented at the May 2024 Board meeting highlighted the use of accumulated fund balance over the past six years to continue to fund all educational programs. The presentation included two scenarios: the first assumed the District maintains the current level of staffing and the second assumed positions vacated due to attrition are not replaced. Under both models, the fund balance as a percentage of annual expenditures at the end of the five-year period ranges between 50 and 60 percent, which is more than twice the guidance given by ISBE.

For the next year, we are prioritizing our most critical learning spaces: improving the learning spaces for the STIL program's sensory room as well as the music and art rooms at Washington. Over the next two years, we will finalize a plan to address learning spaces across all our buildings over the long term.

The execution of our plan for improving learning spaces over the next year is in progress. The Board has approved funding for the projects in the form of bonds, proceeds from which were received on November 18. We are working to finalize the procurement methods and timelines over the next month.

ISBE approved Life Safety Reports for all schools in early February.

Wold Architects filed the Life Safety Report in November 2024. The reports for Twain, Nelson, and Washington have already been approved and, pending ISBE's questions and/or comments, we anticipate approval on the remaining buildings by the end of January 2025.

The Life Safety Report lists priority projects. Priority A projects are most critical and will be addressed during summer 2025. Priority B projects will be addressed in subsequent years - with completion scheduled for summer 2029. Non life-safety projects that improve and modernize the District's infrastructure will begin to be addressed in the summer 2025 with the upgrade of Mark Twain's roof and parking lot.

The Life Safety Report provides a priority list of projects. Priority A projects are most critical and will be addressed during summer 2025. Priority B projects will be addressed in subsequent years - with completion scheduled for summer 2029. Non life-safety projects that improve and modernize the District's infrastructure will begin to be addressed in the summer 2025 with the upgrade of Mark Twain's roof and likely the parking lot.

Execution of our plan for modernizing infrastructure over the next year is in progress. After a traditional public bidding procurement process, used for life-safety updates across the District, the bid was awarded to the lowest responsible bidder at the February board meeting. A cooperative procurement process was used for the restoration of the roof and parking lot at Mark Twain that allowed the District to select a vendor that has the expertise to do the work.  Project completion date is aniticatped in early August 2025, before the start of the new school year. 

Execution of our plan for modernizing infrastructure over the next year is in progress. As noted under Objective 2, Action Step B, the Board has approved funding for the projects in the form of bonds. 

School-to-home communication has shifted to ParentSquare, now used to disseminate emails, texts, e-newsletters, and for direct messaging between teachers and parents. The Communications and Technology Departments spent considerable time mastering the new platform, educating families about the change, and training administrators, educators, and secretaries about how to use the system.

The District maintains regular and extensive communication with families and staff. Families receive a biweekly District e-newsletter (every second Friday) as well as weekly school e-newsletters; staff receive a monthly District e-newsletter and weekly school e-newsletters. Other channels include emails, texts, and phone calls sent as needed; social media updated twice daily on District pages and as appropriate on school sites; website and digital signs regularly updated; electronic bulletin boards in each school; and a twice-yearly print newsletter disseminated to all addresses in the District as well as elected officials and community partners.

Priorities this quarter that supported other schools and departments included launching 2025-2026 registration, Summer Learning enrollment, Expanded Learning Summer Camp sign up, encouraging K12 Insight survey participation, promotion of the Gemini musical, and highlighting Kindergarten Orientations. Other promotional initiatives: the new Gemini Principal and Assistant Principal, new Board members, and upcoming open enrollment for staff. 

Administrators frequently seek feedback and support for written materials, web pages, social media, and general communications problem-solving. Events and activities are widely promoted through District communication channels, with media requests handled by Communications.

The launch of  ParentSquare has greatly increased family access to District communications. Parents may now select the language ParentSquare uses to communicate and its translation feature has been well received. An optional multi-function app - available to all families - facilitates sending and receiving messages and enables direct texting to teachers.  

A new mass communications system, BrightArrow, has been implemented - and ideally should provide a wide range of translation features. However, challenges persist. The District is reviewing alternatives and may implement changes in the coming months.

Our second and third PTO President Leadership Council meetings took place on January 8 and April 9.  We also asked PTO leadership to encourage parent participation in the April-May K12 Insight Family Survey. 

We regularly communicate with PTO leaders and held our first PTO President Leadership Council Meeting in October. The next meeting is scheduled for January 8, 2025.

Refer to Objective 1, Action Step C for an update on our new school-to-home communication platform, ParentSquare. Our K12 Insight Family Survey was available in six languages.

 Refer to Objective 1, Action Step C for an update on BrightArrow.

FRC programming continues to leverage District communications. 

The FRC is stocked with District newsletters, and District-level news is shared on FRC webpages and social media.

Our Partner List will be updated next fall. 

We have created a detailed Partner List (which is ever-evolving) that will be updated annually with new and potential new partners. 

In February Congressman Mike Quigley visited Apollo and Mark Twain Schools. State Senator Laura Fine's staff participated in Washington's read aloud day, and we're coordinating a site visit / photo op with State Senator Laura Murphy during our June distribution of our Summer Reading Program books, which were funded through her efforts (see December update). We've also been working closely with ED-RED on a range of issues - including the Cook County Paid Leave Ordinance. With elections behind us, contact will be made with the new Maine Township  Supervisor Kimberly Jones and the new Mayor of Morton Grove Janine Witko.

The District routinely communicates with elected officials, including Congresspeople, State Senators and Representatives, Cook County Commissioners, local Mayors, and our Township Supervisor. We are also active with ED-RED, which advocates for suburban school district needs in Springfield. Recently, one of our State Senators secured a $250,000 grant for the Summer Reading Program and will visit in late spring.

Stay interviews with staff members are ongoing and will be completed by the June 2025 Board meeting. An evaluation of the themes that originated from the stay interviews will be shared.  

Stay interview questions have been developed and meetings with staff members began in December 2024. 

A second D63 in 63 Seconds video has been completed - this one focusing on the District in general. A third, related video will be completed by the winter of 2025. 

The script for the first video is being written, with completion scheduled for February 2025.

Our TA marketing campaign has been successful and we have zero TA openings. 

 "Join Our Team" advertisements have been strategically placed on benches, yard signs, and banners.

Nine ISU student teachers are participating, three of whom have been hired for 2024-2025.

Nine Illinois State University student teachers are participating, with plans to hire several as potential candidates.

Eight job fairs we attended this past winter/spring: Northern Illinois, Eastern Illinois/University of Illinois, North Cook ROE, University of Iowa, ISU, IASPA Virtual Job Fair, North Central College, and Indiana University.

Eight job fairs are planned for winter/spring 2025, with six already confirmed.

Salaries for the East Maine Educator Association (EMEA) and East Maine Teacher Assistant Association (EMTAA)  groups have been analyzed.

We continue to review salaries for each employee group with other school districts. 

The EMTAA contract was ratified at the June Board meeting. 

EMTAA negotiation dates are scheduled and will begin on March 12, 2025. 

Benefits information from our neighboring school districts has been collected and analyzed, including District 34 (Glenview), District 62 (Des Plaines), District 57 (Mount Prospect), District 70 (Morton Grove), District 21 (Wheeling), District 23 (Prospect Heights), and District 26 (River Trails).

We continue to gather benefits information from neighboring school districts.