|
Dear District 113 Community,
As we approach winter break, I want to take a moment to extend my warmest wishes to each of you. This time of year offers a special opportunity to reflect on the connections, accomplishments, and shared experiences that make our community so unique and strong.
Whether you are celebrating cherished traditions or simply taking time to rest and recharge, I hope this season brings you joy, peace, and the company of loved ones. Thank you for being an essential part of our District 113 family.
Speaking of which, when I think of family and close friends, I think of belonging. We may have differences, we may not always agree, but as a family we welcome and support each other. At this time of year especially, many will travel to be with family and friends, because that is with whom they feel connection and belonging. Belonging is also important for our school community.
Revisiting our Focus on Inclusive School Communities
District 113 is committed to creating inclusive school communities that ensure every student has the opportunity to grow and thrive.
Our District data highlights the need to address historical practices and structures that have contributed to disparities in the learning outcomes and experiences our students are having. We recognize that we must do better to ensure that “all” and “each” of our students are growing under our care. Inclusive education is not just about special education or specific populations of students—it’s about every member of our community embracing the opportunity to do better together. Each one of our students is deserving of our best.
Research spanning over 40 years demonstrates the benefits of inclusive education, but we acknowledge that our schools, systems, and training were not originally designed for this approach. Embracing inclusive education requires a mindset shift, willingness to try new strategies, and intentional collaboration. This work challenges all of us to rethink how we support student learning and growth. It also requires a commitment not to leave any one student behind in their learning.
Our focus on inclusive school communities is grounded in three pillars of focus: access, achievement, and belonging:
-
Access: We believe that every student should have opportunities to explore their interests and passions as they work towards determining their purpose. Evidence shows that the more students have access to rigorous and meaningful opportunities, the more they succeed in growth and achievement. We are dedicated to removing barriers and providing resources that allow all students to thrive.
-
Achievement: Our ultimate goal is for students to maximize their full potential not just through attainment, but through a focus on growth. It is our responsibility to support the growth of each student. By fostering an environment where students feel supported and encouraged, we can help them achieve their highest aspirations.
-
Belonging: A sense of belonging is essential for every student's well-being and success. Each student should feel that they are an integral part of our school community. Building strong relationships is key, and it starts with students developing connections with trusted adults and each other. We are committed to helping students find their place, know that they are valued members of our schools, and demonstrating to them that they matter to us.
An inclusive educational experience is an essential aspect of an inclusive school community. An inclusive education means that students can access and fully participate in teaching and learning experiences with their similarly aged peers. This is supported by overcoming barriers to a student’s engagement and learning. By providing reasonable adjustments and teaching strategies tailored to meet the individual strengths and needs of every student, school experiences are aligned to the goal of inclusion. An inclusive education requires us to get to know each of our students and the best ways to support their growth and development. Inclusion should be embedded in all aspects of school life and not only teaching practice, including culture, policies and everyday practices, hence the phrase inclusive school communities.
For the current school year, our staff is focusing on deepening our understanding of inclusive education, refining Tier 1 instructional practices–the instruction and support every student receives through general education–and assessing District needs to support a transition toward inclusive learning. This effort involves collaboration, planning, alignment, and transparency, with the goal of developing a comprehensive vision and plan for our future. Through collective efficacy and a belief in our shared capacity, we can create a learning environment that enhances experiences for every student, staff member, and family in our District. Together, we have the power to make this vision a reality.
Partnering around Communities of Belonging
The use of “communities” signals that we recognize that we cannot do this work alone. In order to help each of our students reach their unique potential, we ask that we expand opportunities for students to develop a sense of belonging throughout all of the communities that make-up our District. Additionally, "communities" emphasizes the importance of creating supportive networks that surround and uplift our students. A strong community within and across a school environment can significantly support student belonging by providing a sense of connection, social support, shared identity, and a feeling of being valued, which can lead to increased engagement, improved academic performance, and positive mental health outcomes for students; essentially making them feel like they are part of something larger than themselves and are not alone in their experiences.
Key Benefits of Communities of Belonging:
- Social connection and friendship: Students can build meaningful relationships with peers, which fosters a sense of belonging and reduces feelings of isolation.
- Emotional support: A supportive community allows students to share challenges and receive encouragement from peers, teachers, parents/caregivers, and community partners/providers improving their mental well-being.
- Positive identity development: Feeling accepted and recognized within a community helps students develop a positive self-image and sense of belonging.
- Increased engagement and participation: When students feel like they are part of a community, they are more likely to actively participate in class, school activities, and positively contribute within local community efforts.
- Academic achievement: A strong sense of belonging is linked to improved academic performance, as students are more motivated to learn and seek support when needed.
- Diversity appreciation: Communities can promote understanding and appreciation for different backgrounds, perspectives, and ways of being and becoming.
- Sense of responsibility: When students feel connected to their community, they are more likely to take ownership of their actions and contribute positively.
- Leadership development: Participating in community activities can provide opportunities for students to develop leadership skills and life-readiness skills.
- Reduced stress and anxiety: Feeling supported by a community can help students manage stress and anxiety levels.
Belonging is a human need and is a protective factor for our students. Partnering with us to create and foster spaces and opportunities for student connection and belonging is one way that we can ensure that we are prioritizing the unique potential of each of our students. Belonging provides the courage and confidence to access growth opportunities and creates more opportunities for students to achieve. When students feel free to be themselves in a supportive environment, it frees them to grow in new, different, and meaningful ways.
Commitment to Our Values
Our District 113 community is a community where everyone belongs, values diversity, and fosters inclusion. We take pride in our students, staff, and families, ensuring that everyone feels valued and supported. Our diversity is our strength, enabling us to grow through different perspectives and meaningful dialogue.
We stand firmly against hate, bias, and discrimination, promoting safe and supportive environments where authenticity is celebrated. Our commitment is to create an inclusive culture where every individual contributes to the vibrant mosaic of our community and is inspired to grow as a global contributor. Together, we thrive.
Looking Ahead to Second Semester
As we look ahead to the second semester, we look forward to all of the hallmarks of spring, prom and graduation of course, but also the opportunities for the tremendous learning and growth for our students. One of the ways we will seek to come together to define a shared mission and vision for this work will be to engage in strategic planning.
Kicking Off Strategic Planning - Winter 2025
The last time the District adopted a strategic plan was 2017. So much has happened since then. From the worldwide impact caused by a pandemic to more local changes in Board members and District and School leadership, and major shifts in the field of education—it is time to engage in this work. Developing a shared mission and vision, identifying goals and the metrics to indicate progress in those goals means that we will work together collectively as a system to move District 113 forward. Please stay tuned for more detail on opportunities to participate and provide feedback in the strategic planning process after winter break.
Thank you for your support. Happy Holidays and best wishes for a bright and fulfilling new year!
Dr. Chala Holland
Superintendent of Schools
| 
