Melissa E. Hirsch

The main discussion centered on the administration's recommendation to appoint Ms. Katherine Katie Kelly as the incoming Director of Teaching and Learning. The selection criteria prioritized a collaborative leader, expert in curriculum, and someone with a hands-on nature, leading to the title adjustment from Assistant Superintendent. Ms. Kelly's qualifications highlighted her experience as a principal since 2017, her 17 years of administrative experience, and her strong blend of personal intelligence, systems understanding, and work ethic, emphasizing her value for both the science and art of teaching. The board unanimously approved the recommendation, and Ms. Kelly expressed her commitment to partnering with staff to continue current achievements and drive continuous improvement.

The joint committee addressed several areas including potential alternate definitions for Group 3 and Group 4, the inclusion of non-District 30 performance evaluation ratings, the alignment of rating categories, and addressing possible rating trend concerns. The committee reviewed the District 30 RIF group structure and acknowledged the process available for members to request.

The Board of Education appointed Dr. Emily Tammaru as the new superintendent, starting July 1st, 2023. The board thanks BWP and Associates for guiding the search process. Dr. Tammaru expressed her excitement to join the District 30 community, praising the passion for students, staff, and families. She aims to build on the district's strong foundation and nurture the social and emotional well-being of students.

The Board of Education announced the appointment of the incoming Wescott Assistant Principal for the 2024-25 school year.

This school report for the 2023-24 academic year is guided by the theme 'be kind, be brave, and belong,' emphasizing inclusion and acceptance. It details three primary school improvement goals: first, to foster continuous instructional improvement through grade-level collaboration, with a focus on reading strategies and interventions for all student tiers; second, to enhance a sense of belonging through diversity, equity, and inclusion efforts, promoting a positive school climate; and third, to cultivate an emotionally intelligent educational environment by implementing the RULER program's five emotional intelligence skills, ensuring students feel secure and empowered to perform optimally.