The past several weeks in Winnetka have truly been exciting ones! Now that the full staff is back in their buildings and parents are dutifully dropping off their children--mostly on time--I feel I am really meeting the full school community. As I reflect on these weeks, I am heartened by the outpouring of support and well wishes I've received. I have to say, though, that I am struck by the consistent phrase with which every conversation ends: "Good luck!" Now, if this were only one or two parting remarks, it would probably go unnoticed. After all, I have started a few jobs in my life, and I recognize that this is part of the congratulatory formula. However, it does strike me as a little odd that everyone in Winnetka feels compelled to part with me on these terms. Indeed, fodder for thought!

 

As I dig a little deeper into the collective psyche of the community on this particular issue, it seems there are three distinct types of good luck being invoked on my behalf. For ease of identification, I have named them Anne, Evel, and Amelia.

 

The first type, Anne, named after King Henry the VIII's second wife, better known as Anne Boleyn, seems to be the most severe, the send-off that informs the recipient to be mindful of life and limb. No doubt Anne's bridesmaids gave the same advice: "Don't lose your head with Henry; we hear he has quite a temper! Good luck!"

 

Evel, for Evel Knieval, is perhaps the most famous daredevil in American history. His good luck implies tomfoolery and excessive risk-taking. Undoubtedly, before his 1967 New Year's Eve jump over the fountain at Ceasar's Palace (the one that left him in a coma for almost a month), his friends, fans, and family wished him, "Good luck!"

 

And finally, Amelia, in honor of Amelia Mary Earhart, noted aviation pioneer, author, and professor, brings to us a type of good luck that is inspirational. Her numerous accomplishments and awards, including becoming the first aviatrix to fly solo across the Atlantic Ocean, serve to remind all of us how dreams can become reality.

 

With my good luck avatars fully developed, I respectfully submit that all this "good luck"-in all its forms-can't simply be for me. We don't and can't operate in isolation in Winnetka, if we truly hope to be successful.

 

All the outcomes we have established for the District require collaboration to accomplish. Being fiscally responsible, for instance, involves thorough and knowledgeable management by our CFO/COO, Susan Pingitore, and the business staff; the oversight of the Board; and the input of the community whose tax dollars support our schools. Developing successful learners can be done only in partnership with Assistant Superintendent for Curriculum Trisha Kocanda, our principals, and every teacher and staff member throughout our schools-not to mention parents! Engagement with staff at New Trier also is essential. Creating open, transparent communication is a key part of achieving all our goals, and that requires collaboration among our communications team, the Board, and the entire staff, as well as the community. (Read more about our communications plan below.)

 

This is an exciting time to be part of The Winnetka Public Schools. We have much that we intend to accomplish this year and luck will have very little to do with it. Rather, it is the teamwork of all of us that will play a vital role in our District's continued success.

 

In service, 

 

 

 

 

Dr. Thomas Hagerman

Superintendent 

Whether your child just started kindergarten or is an eighth grader at Carleton Washburne School, the first weeks of school are exciting for students and staff and set the foundation for the rest of the school year. Teachers make the most of this time by using it to build strong relationships with their students, both as learners and as individuals. They also work hard to establish classroom communities, where everyone is respected and valued. In fact, one of the hallmarks of the differentiated classroom is strong community. Students connect with each other, as well as set their own developmentally appropriate goals and expectations for the year to come. The connection between a student and teacher has an important impact--research shows it makes a difference in student performance.    

 

At this point in the school year, teachers are well on their way to understanding your child as a learner and establishing classroom communities complete with rules, traditions, and high academic expectations. Teachers across District 36 begin the year by assessing where each student stands in specific curricular areas. Using standardized test results, classroom assessments, and observations, they create a comprehensive learning profile for each student. This profile guides instructional planning for differentiation and creates benchmarks that allow teachers to track and monitor student growth and progress over the school year. Click here for the District Assessment Plan and 2011-2012 Assessment Calendar.

 

Students are both the focus of and active participants in the creation of their learning profiles. They share their perceived strengths and weaknesses with their teachers, who want to understand if these perceptions are aligned with what the teacher has observed. They share their interests and aspirations, through projects and conversations. In addition to deepening the relationship between pupils and educators, this enables teachers to make meaningful content connections.

 

Parents also are important partners in the process. Their input informs teachers about the personal characteristics and affective needs of their children as learners. Positive relationships between educators and parents also provide students with a healthy safety net, allowing them to take appropriate risks in learning.  

 

Students learn best, and feel secure taking on challenging tasks, when they feel safe. Our teachers work to create thriving ecosystems in their classrooms, fostering an environment where students understand that they can rely on their fellow students in a variety of ways. Subject-matter experts, problem solvers, artists, empathizers...they all play important roles in the classroom. To learn more about differentiation click here.

 

Continuous improvement is of the upmost importance to the District. In order to standardize this practice in the area of curriculum, the District participates in a regular curriculum review process. In the 2011-2012 school year, we will be initiating a review of the math curriculum. This two-year process involves a great deal of work, time, and energy. For a detailed look at the activities, products, and milestones, click here to see the math curriculum review timeline. 

 

This review will be quite different from past reviews. The District math curriculum will be aligned with the new Common Core State Standards - Mathematics. (For more information on the Common Core, click here.) These new standards replace the current Illinois Learning Standards. The Math Committee will enlist the support of international math consultant Dr. Nanci Smith. Dr. Smith brings with her a wealth of knowledge in the area mathematics, differentiation, and the Common Core Standards.   

 

Leading the District math review is a committee of 25 teachers and administrators, who attend weekly meetings, participate in at least three school release days, and commit time to summer curriculum writing. Their leadership is essential to ensure the best possible math curriculum is in place for the 2013-2014 school year. 

 

MATH COMMITTEE MEMBERS

Crow Island School    Peggy Bourke
Mike Dugo
Darcy Hill
Jean Nadick
Betsy Steele    Greeley School
Melissa Cook
Susan Hugebeck
Katarina Jaksic
Chi Quach   Hubbard Woods School
Judith Campbell
Lindsay Connell
Jay Dillon
Kate Edwards
Shannon Anderson   The Skokie School
Tom Eber
Andrea Graf
Kate Lennon
Mary Lind
Beth Niemann   Carleton Washburne School
Teri Knaff
Anna Ladik
Cathy Rosen
Sam Yusim   Curriculum Department
Trisha Kocanda
Eileen Goodspeed

The District is committed to communicating with parents about their children, their schools, and the District's educational philosophy. The communications and community relations department, staffed by Marcia Sutter (marciasutter@winnetka36.org) and Karin Sullivan (karinsullivan@winnetka36.org), who work in collaboration with Superintendent Dr. Thomas Hagerman, has created an enhanced schedule of communications to better meet parent and community needs.
 
The monthly District newsletter you are reading, The Winnetka Wire, is one of the new communication pieces. You also will be receiving information from your child's school and Board Highlights, a summary of what transpires at each School Board meeting, via email. Please be assured that the email address(es) provided to the District will be used only for  newsletter subscriptions; we will not provide addresses from our subscription list to any outside party.
 
Community members are also welcome to subscribe to The Winnetka Wire and Board Highlights. Because we do not have residents' email addresses, they'll need to opt in to the mailing lists by providing an email address here on the District website. Please help us spread the word about this new information option by forwarding this copy of The Winnetka Wire to friends and neighbors who are interested in The Winnetka Public Schools. Their privacy also will be protected.