Peg Mannion is community relations coordinator for Glenbard Township High School District 87 and is a member of the board of directors of the Illinois chapter of the National School Public Relations Association.
D uring the 2009-10 school year, Glenbard THSD 87 began to modify our curriculum to meet the needs of a wide range of students in our four high schools.
We made a fundamental shift based on the philosophical belief that all students should be exposed to a comprehensive, rigorous curriculum. With that belief, we began a curriculum study that looked at the needs of all students, but specifically those who are not meeting standards, and focused on helping them learn.
Our goal was to provide a college- and career-ready curriculum to every student. Among the factors that influenced this belief were:
• Common core standards
• Advanced Placement data
• Research
The first priority of our strategic plan focuses on developing pathways to success for every student, aligning standards, assessments and instruction. This priority, like the entire strategic plan, was written with active participation of parents, students and other community members, as well as Glenbard administrators and faculty members. The curriculum course sequence plan was an outgrowth of the strategic plan.
Principles that guided development of the curriculum include:
• Exposure of all students to core courses in math, science, social studies and English
• Growth mindset
• Benefits of more rigor for all students
• Continuation of regular and honors levels in all core courses with additional support courses available
• Value ACT and Advanced Placement (AP) research and recommendations.
• Commonality of course offerings and sequences throughout the district
The board of education approved the administration’s recommended changes to the core curriculum that focus on increasing the level of support for struggling students beyond freshman year, exposing students to more rigorous courses, and establishing a common curriculum for all Glenbard students.
Throughout the curriculum study and recommendations to the board, it was critical that parents, staff and students learn about continuous improvement plans and understand the rationale for the course sequencing.
Questions we needed to answer were:
• Who needs to know?
• Why do they need to know?
• When do they need to know?
• How are we going to tell them?
• What do we want them to do with the information they receive?
As with any major initiative, communication about the course sequence needed to begin with our internal audience. It was critical to keep faculty and staff involved in the process.
In October 2009, we reviewed the curriculum vision at an all administrators meeting and presented it to the entire staff during Institute Day.
Additional communication during the first semester last year included:
• Meetings with the assistant superintendent for educational services and department chairs in all subject areas
• School visits — cabinet members working out of the buildings each month
• Faculty/resource meetings with building administrators
• Individual conversations between staff members and administrators
Throughout the fall, Hector Garcia, assistant superintendent for educational services, met with department chairpersons in the four high schools to present a draft of the proposed changes and worked collaboratively to shape the final proposal. He and other administrators also worked with department chairs and teachers to understand the areas of concern, as well as modify the original proposal.
That feedback was discussed at a mid-November meeting of the districtwide leadership team, which includes Superintendent Mike Meissen, all department chairs, assistant principals, principals and the superintendent’s cabinet.
Garcia held additional meetings with department chairs during December to continue to clarify the proposal and work through any concerns.
We also felt it was critical to develop this sense of shared understanding with our community. The following five strategies were used to share the information with families and others in the community:
• Column from Superintendent Meissen in the district newsletter, mailed to more than 65,000 households
• Presentations to parent groups at all four high schools
• Information in principals’ newsletters
• Curriculum research materials added to our websites
• Updates in our e-newsletter, Glenbard News, which has 8,500-plus subscribers
In February 2010, the board approved the administration’s recommended curriculum core sequence plan, which aligns with the U.S. Department of Education’s recommendations regarding common core curriculum standards.
As with any change, there was resistance along the way. Some parents were concerned about the implications of increasing enrollment in Advanced Placement classes. Some teachers were concerned about those students who may struggle, and others were concerned about the impact the course sequence would have on electives.
Based on feedback, adjustments were made to the plan and the focus for the 2010-11 school year is writing the curriculum.
When undergoing a major change such as this, the communication component had to be foremost. All parties involved need to be informed and have the opportunity to be heard. And everyone must remember we all have the same goal: success for all students.