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District 39 lays out 2024–25 strategic action steps on curriculum, SEL, staff development and full‑day kindergarten planning
Summary
Administrators presented the district’s 2024–25 action steps focused on rigorous instruction, SEL rollout, staff development and planning toward full‑day kindergarten; the plan was subsequently approved as part of the consent agenda.
Administrators presented Wilmette School District 39’s 2024–25 strategic action steps on Monday, outlining priorities across student achievement, social‑emotional learning, staff development and long‑range planning for full‑day kindergarten.
Katie (an administrator who led the presentation) told the board the district remains in the fourth year of its five‑year strategic plan and described the proposed action steps. For Goal 1 (student achievement and growth), administrators said they will analyze benchmark data after each period to identify students for intervention or enrichment, continue specialized‑instruction training for special‑education staff and sustain Tier‑1 instructional professional learning supported by math and reading specialists.
Curriculum adoptions called out in the presentation include the Bridges K–4 math program, UFLI early‑literacy resources for K–2, and an updated 5–8 social studies curriculum intended to increase diverse representation in classroom literature. Administrators said they are preparing a new grades 5–8 academic schedule for the 2025–26 school year and actively planning for full‑day kindergarten implementation aligned to the state timeline.
On Goal 2 the district plans to implement Wayfinder SEL for grades 5–8, introduce a K–4 SEL reporting tool for parents, and adopt monthly DEIB themes districtwide in partnership with the Wilmette Public Library. Administrators also described flexible recess opportunities and steps to align Tier‑2 and Tier‑3 supports and restorative practices across buildings.
Goal 3 focuses on the professional community: continued KPI monitoring with the District Strategic Advisory Team, expanded staff feedback, targeted IEP training for student‑services staff and recruitment strategies aimed at diversifying staff following DEIB task‑force recommendations.
Administrators also listed family‑partnership strategies that include expanding PowerSchool parent‑portal access, providing downloadable historical report cards with digital signatures and researching a spring open house for incoming 5th‑ and 7th‑grade students to ease transitions.
Why it matters: The action steps define operational priorities for instruction, equity and family engagement for the coming year. The board subsequently approved the action steps as part of the consent agenda.
Provenance: DSAT overview and detailed action steps are presented in the transcript starting at SEG 278 and continuing through the goal descriptions (detailed presentation beginning at SEG 426 and continuing into the subsequent goal segments).
