Staff Listen & Learn - Virtual

Thank you to all of the individuals who invested the time to engage in our Listen & Learn sessions regarding the Structural Deficit Reduction Plan.

Meeting summaries were created to provide increased transparency across the community and to provide insight as to the perspectives and thoughts across various stakeholders.

Robust conversation took place across sessions and content from the meetings were summarized based on high level themes that emerged. In community and parent/caregiver advisory sessions, the responses to questions 1 and 2 were transcribed directly from the chart paper provided from the various groups. Identifying information has been removed and responses to question 3 are provided in summary form (not verbatim quotes).

An asterisk indicates that the idea was supported or named by other individuals within the session. The total number of participants does not include district facilitators.

Meeting details:

• Date and time: December 11, 2024 at 4 p.m.
• Location: Virtual via Zoom
• Number of active participants: 63

Question 1: As difficult decisions lie ahead to balance the budget, what are the top three priorities that you believe must be protected?

Collaboration with District 202 on Park School Agreement and shared budget

Should Park School move buildings, how will the architectural needs be addressed*

Any element that makes a well rounded student - thinking the spaces and curriculums that foster creativity, collaboration, the relationships that students have with teachers***

Top priorities: $ needs to be put into students, not administrators. Decisions made keeping in mind the well-being of staff working directly with students. Better PD. *******

Libraries

Education/Learning, Safety and Trust

Inclusive learning spaces and a fundamental asset is student-facing staff. Relationships among students and staff are critical. Making sure we have adult-to-student ratios (including classroom educators, co-teachers, social workers, paraprofessionals) that permit responsive instruction and support is essential. ********

Direct supports for multilingual learners and learners with IEPS, hiring and keeping effective teachers, keeping classroom sizes manageable, opportunities outside of academics for students to develop their identities **

Question 2: When thinking about your experience in District 65, what programs, services, or shared values make you most proud?

ACC Program at Oakton***

Comprehensive school counseling program****

Commitment to equity**

Successful moments in the specialized programs

High quality curriculum*

Social Workers constantly going above and beyond.***

TWI program *****

Commitment to equity, our environmental sustainability program*

Gender support being prioritized**

Unified / common curriculum across buildings

FACE Liaisons in all schools

Dual Language / Multilingual**

A rigorous STEAM focus, student supportive services (IES/Athletics/YEA) and child care services

The broad base positive impact of collaborative partnerships through ACC, the arts (YEA), SACC and whole team focus

Licensed mental health professionals: school social workers, school counselors, school psychologists*****

Proud of the professed value of equity, and look forward to D65 guiding difficult decisions with this value at the center.******
 
Doorway to Learning in the Family Center*

Question 3: Please share any additional information that should be considered as we prioritize budget reductions.

Ineffective systems that seem to need to be recreated every year. Current discipline practices are ineffective or not happening.****

This is a start but open reciprocal lines of communication around this topic. There is a lot of anxiety out there.**

Prioritize student facing staff and consider how this district may be “top heavy” compared to comparable districts***

We have programs/positions that sound great on paper but are not worth the investment***

Understanding everyone's roles as to how and why it makes a difference in the district and community***

Potential bias in staffing Impacts “levels” outlined by the consultant, we all touch students and support schools 

Opportunity hoarding in certain schools in which parents with means request evaluations, leaving our students who need evaluations without getting what they need. Equity in IES. It’s burning staff out!**

Specialized staff to meet MTSS needs for tier 2 and 3 supports***

Recognizing the needs of students that extend beyond just the classroom, and supporting families in getting connected to community resources is something our student-facing staff do every day (SSWs, Counselors, FACE Liaisons, teachers, principals) and we should work closely with the City of Evanston and community resources at every step of the process to make sure we’re being thorough, efficient, and equitable***

Caseloads and efficiency is an on-the-ground, school-by-school assessment — what works out in numbers on paper often fails to account for logistical issues (schedule conflicts, emergent needs, interruptions to instruction i.e. testing, etc) and (in the case of EB students) needs emerging from BOTH language and limited/interrupted formal schooling, which current staffing allocations don’t take into account*

Consider building internal systems for services that we outsource to save money long term*

Assessing the value and utilization of the vendors, services, programs, and systems for which we are currently making financial commitments.*

Wrap Around is in the strategic plan, but the wraparound ‘coach’ position was dissolved.**

Staying with a curriculum resource long enough to master it. Not adopting new materials unless there is greater understanding of why*