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Message Shaping Our Future Together:Empowering Success in GDRH

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Vision & MissionVisionA community that pursues equity, where each person belongs and thrives.MissionEmpowering growth, connection, and success for all members of our learning community.

Strategic PillarsWhole Child Growth & SuccessEmpowered CommunityExceptional Staff/Exceptional LeadershipEquitable Stewardship

On Saturday February 22 and Wednesday February 26th Interim Superintendent, Anna Young led Shaping Our Future Together: Empowering Success in GDRH community sessions. Over forty community partners (parents, elected officials, educators, community members, and students) came together to reflect on our district’s rich history and begin charting a course for the future.

Taking The Next StepsMathematicsChemistryPhysicsOur Purpose: Working in partnership to establish recommendations for future programing, ideal grade configuration, resource allocation, and school infrastructure. Tonights Takeaways1. Clarifying Essential Skills for Graduating 8th Grade Students2. Audit and Recommendations for Student Programing: Early Childhood-8th Grade3. Operational Strengths and Opportunities

Starting Wide- School Innovation Models MathematicsChemistryPhysics1-Concept or idea that excited or impressed you. 1-Concept or idea that you did not like or agree with. 1-Concept or idea that you are wondering about?

Many of our students continue their education at Nicolet High School. What essential skills do they need for success?

MathematicsChemistryPhysics● Critical Thinking and Problem Solving● Effective Communication ● Strong Academic Skills in Math & Literacy● A Sense of Self and Community● Leading with InfluenceCommunity members expressed a strong desire for our 8th-grade students to graduate with the following key skills, framing the underlying community values for our young people:

Subjects AvailableMathematicsTEACHERS“Learning how to respectfully disagree and co- operate or work with those people we disagree with.”“Community engagement- it’s not just doing something that's good for the Parkway community, but you're doing something that's good for the greater community of Glendale.”● Intrinsic motivation. ● Emotional awareness and regulation. ● Persevering when faced with challenges and taking initiative to solve them.● Leadership opportunities within and outside of school through service. ● Organization of materials and time. How do students and teachers view this? STUDENTS“Don’t fool around—even if something’s funny, you still need to learn.”“Why do I need to I know. . . where x is? It's cool to know. But also, like, school is about learning stuff for when you're older.”● Kind, respectful, and responsible.● Listens, tries hard, and helps others.● Can be serious about learning—even when things get silly or distracting.● Opportunities to lead and see younger peers as a way to build leadership skills.● Breaking down problems/assignments into smaller parts to solve.

How can our students and schools demonstrate/show...Subjects AvailableMathematicsChemistryPhysics● Critical Thinking and Problem Solving● Effective Communication ● Strong Academic Skills in Math & Literacy● A Sense of Self and Community● Leading with Influence

Subjects AvailableMathematicsWhat do students have to say about schools & learning? ● Compares the workload at Glen Hills to that of Nicolet High School, noting the balance between preparing for high school and ensuring students get enough sleep.● Student 6 suggests asking students for input on field trips and other school activities.● Student 4 emphasizes the importance of understanding each student's individual situation and treating them with respect.● Student 2 suggests that students should move around more during class, including taking work outside.● Student 3 suggests having a class to support mental health, having access to food, and a quiet space to decompress because they are tired from managing extracurricular activities and homework.● Student group discusses liking jobs like classroom banker, chromebook manager, or story reader. It gives them a sense of purpose. “I got to read the class a story today. It made me feel like a teacher.” “Helping my friends with math makes me feel like a teacher.”● Math games, songs, and stories help turn hard concepts into enjoyable experiences. “I like how they turn boring math equations into fun ones using different things to count.”● Students want teachers to understand their personal challenges (e.g., spelling struggles, home life, emotional needs) and unique talents (e.g., singing, building) “I wish my teacher knew that spelling is really hard for me.”

Subjects AvailableMathematicsWhat do teachers have to say about schools & learning? ● Teachers want integrated SEL rather than standalone or "canned" lessons: “...it would be more powerful to have it like, just integrated as a daily thing.” “...kids from seventh grade still ask me, ‘Do you do kindness stones still?”● Interest in integrating ELA and math into real-world applications and interdisciplinary projects. Teachers express a strong desire for more experiential, project-based learning—particularly in science and social studies—but are limited by time, space, and resources. “This is how what you’re learning in ELA and math... applies [in science/social studies]...we can turn those into those hands-on things while still hitting it [standards]?” “Students crave learning that “matters” and isn’t abstract or disconnected from life beyond school.”● Teachers want students to develop critical thinking, problem-solving, and intrinsic motivation. “How can you be a problem solver? How can you be a critical thinker?” “Learning to love learning... that for me is the probably the most important.”● Students need stress management and more physical activity, technology overuse is a real problem. Exercise in the morning, yoga, meditation, and face to face communication is needed. Interpersonal skills, taking turns, and sportsmanship are key. ● Incorporating more interactive and kinesthetic strategies in early literacy, especially for phonics.● Teachers worry that trying to "fit it all in" turns learning into a checklist, rather than a meaningful process.

Auditing Our Current OfferingsSubjects AvailableMathematicsChemistryPhysicsAt you tables you have a list of course offerings and programs. Step 1: Review the course offerings and programs. Step 2: Place a plus sign next to those course offerings and programs that you think are necessary for students in the GDRH school district to thrive here and beyond. Step 3: Use ½ of your chart paper to document your groups pluses.

Auditing Our Current OfferingsSubjects AvailableMathematicsChemistryPhysicsAt you tables you have a list of course offerings and programs. Step 1: Review the course offerings and programs. Step 2: Discuss with your group, those offerings or programs you wish for. Step 3: Use the other ½ of your chart paper to document your groups wishes.

Comparative CostsSubjects AvailableMathematicsChemistryPhysicsFox Point-Bayside Glendale-River Hills Maple Dale Indian Hill

Study #1 Next 5 yrs= +71Study #2 Next 15 yrs= -38

District Facilities PortfolioGlen Hills Middle SchoolParkway Elementary School Good HopeGrade Levels/Function: 4th - 8th grade (+ District Office + Community Space)Building Age: 1969Building Size: 175,300 SFSite Size: 19.6 acresGrade Levels/Function: EC - 3rd gradeBuilding Age: 1956 (+1965,1992,2003)Building Size: 62,000 SFSite Size: 11.5 acresFunction: Community SpaceBuilding Age: 1958 (+1960s)Building Size: 56,200 SFSite Size: 15.96 acres (2 parcels)

Force Field Analysis Subjects AvailableMathematicsChemistryPhysicsDriving Forces● How do our buildings and operations drive our pluses and wishes? Restraining Forces● How do our buildings and operations restrain our pluses and wishes?

Bringing It TogetherSubjects AvailableMathematicsChemistryPhysics● School Innovation Models● 8th Grade Essential Skills● Audit of Current Offerings & Programs● Force Field Analysis Buildings & Operations

ChemistryPhysics