District previews proposed ninth‑grade seminar to boost freshman on‑track rates

District staff told the Board of Education at the Sept. 9 Committee of the Whole meeting that they plan to propose a ninth‑grade seminar course aimed at improving freshman on‑track rates, student engagement and sense of belonging. "Ninth graders are considered on track by the state of Illinois if they do two things that first year. They have to earn at least five full year course credits... but they can receive an F in no more than one semester of a core course," Dr. Wiesman said while explaining the metric the district wants to improve. Staff described a range of delivery models the district is considering, from replacing the current half‑period study hall (about 23 minutes) with a seminar block to offering a full‑period, year‑long course. The district said it will propose specific outcomes, and the design team will include student‑choice projects, relationship building and wraparound supports for students who begin to struggle. District staff said the district's freshman on‑track rate has been below the state average for several years; staff expect the rate to rise to about 92 percent this year but said historical performance typically put the district in the county's lower quartile. The staff presentation cited students' responses to perception surveys showing below‑average scores in self‑efficacy, sense of belonging and engagement. Staff also warned of tradeoffs and risks. "No matter which model we choose, there's always — we're keeping students here for the same amount of time every day, and so something's gonna have to give there," a staff presenter said, noting that departments and teachers might see shifts in course assignments and that staffing and scheduling will require training. Staff clarified that adding a seminar would not reduce the district's total teacher count but could change teachers' assignments. Board members discussed whether the seminar should be graded and whether it should run the full year. Several trustees said a year‑long course would better support relationship‑building and early intervention. One board member urged the district to consider alternatives for students who do not pass the seminar so those students have access to similar supports. Next steps: Staff will form a committee in October, finalize curriculum November–June and return to the board with a formal course proposal for board consideration in October. If the board approves, staff said the earliest implementation would be for the next incoming freshman cohort. Why it matters: The proposal is explicitly tied to raising freshman on‑track rates and to social‑emotional measures that district surveys say are below national averages; the design and delivery model will affect scheduling, staffing and course sequencing for all students.