Community Consolidated School District 181€¦ · s 2016 Strategic Plan Community Consolidated...

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Community Consolidated School District 181 2016 Strategic Plan Board Approved: 2-8-16

Revised:10-17-16

Community Consolidated School District 181 Strategic Plan

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Table of Contents

Background .............................................................................................. 2

Strategic Planning Process ....................................................................... 3

Data Sources ............................................................................................ 4

Research Findings .................................................................................... 5

Vision, Mission, and Guiding Principles ............................................... 10

Strategic Goals and Objectives .............................................................. 12

(Top, L to R): Marty Turek, Richard Giltner, Jill Vorobiev, Gary Clarin, Dr. Don White (Bottom, L to R): Leslie Gray, Mridu Garg, Jennifer Burns


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Background Community Consolidated School District 181 (the “District”) serves approximately four thousand students from Hinsdale, parts of Clarendon Hills, Oak Brook, Burr Ridge, and Willowbrook. The District includes seven elementary schools and two middle schools and is located 20 miles southwest of Chicago. CCSD 181 is one of the highest performing elementary school districts in the state, and the District has a proud history of residents moving to the community specifically for the schools. Stakeholders are well-educated and value education. The community expects that high achievement and school quality will continue to positively impact their property value. Students come to school ready to learn, and parents are involved in their children’s education. Community-based schooling is ingrained in the community, and the resulting school cohesiveness is valued. During the 2015-2016 school year, the District partnered with ECRA Group, Inc. (ECRA), a third-party research firm, to develop a strategic plan to document the current state of the District and determine a future direction based on stakeholder values and best practices. Involvement of stakeholders from every corner of the community resulted in the establishment of a strategic plan to support decision-making and align workforce and resources around student outcomes. In all, over twelve hundred stakeholders provided input during the process. The strategic planning process was designed to authentically engage stakeholders – including students, parents, teachers, administrators, staff, and community residents without children enrolled in the District – in articulating organizational priorities and stakeholder values. The research-based method of strategic planning adopted by CCSD 181 will allow the District to create their own future, focused on students, through rigorous organizational assessment, followed by operational execution.


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ü Conducted 14 Board of Education and administration interviews.

ü Conducted 17 focus groups with key stakeholder populations.

ü Reviewed mission and vision of the District.

ü Reviewed archival data and reports provided by the District.

ü Administered surveys of key stakeholder populations (1,157 surveys completed).

ü Performed rigorous analysis of student achievement data.

ü Documented mission and vision, guiding principles, and the future direction desired by stakeholders.

ü Developed a draft strategic plan document to serve as a broad outline to guide the future direction of the District. The strategic plan contains:

§ Vision, Mission, and Guiding Principles

§ Research Findings § Strategic Goals § Objectives

ü Facilitated a Board of Education work

session to review goals and objectives and finalize the strategic plan.

Ø Facilitate administrator planning meetings to guide implementation.

Ø Support the development of an implementation matrix, which contains the following:

§ Objectives § Metrics § Actions § Timelines § Responsible Persons § Resources

Ø Develop a district dashboard to

monitor progress toward goals.

Strategic Planning Process The model below is a visual representation of the strategic planning process. It identifies the level of engagement involved in the development of various components of the strategic plan.

ü Indicates Completion

Document the current state of reality and the desired future position of the District.

PHASE I: Conduct Research

PHASE II: Develop Strategic Plan

PHASE III: Develop Implementation Plan

Create a framework for broad direction and priorities for the future in a formal strategic plan document.

Develop and document specific steps that will be taken in order to accomplish the goals and objectives identified in the strategic plan.


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Data Sources Table 1 through Table 5 highlight the data sources used to develop the components of the CCSD 181 Strategic Plan.

Table 1: Archival Reports Incorporated

Archival Reports (Sorted Alphabetically) Board Report: Engagement and Research Report (2015) CCSD 181 2015 Community and Staff Online Research Study (2015) CCSD 181 2015 Community Telephone Research Study (2015) CCSD 181 Annual Report (2014) CCSD 181 Profile (2014-2015) Digital Learning Initiative (2015) District 5-Year Plan (2013-2018) Facilities Master Plan Development (webpage) Facilities Podcast (2015) Hinsdale CCSD 181: Illinois Youth Survey Results (2014) Learning for All Plan (2015) Math Pilot Presentation (2014) Philosophy of Teaching & Learning (2012) Social Emotional Learning for Academic Success (webpage) Spring Survey Presentation (2015) Strategic Plan (2014-2015) Superintendent Candidate Profile (2014)

Table 2: Interview Participants

Stakeholder Group Number of Participants CCSD 181 Board of Education Members 7 CCSD 181 Superintendent 1 CCSD 181 Foundation Member 1 D86 Board of Education Members 2 D86 Administrators 3 TOTAL 14

Table 3: Focus Group Participants Stakeholder Group Number of Participants Parents 36 Students (Current and Former) 34 Teachers 30 Administrators 24 Support Staff 6 Community Leaders 6 TOTAL 136

Table 4: Survey Respondents

Stakeholder Group

Survey Responses

Number of Invitations

Response Rate

Parents* 708 2,306 31% Employees 313 586 53% Community Members** 65 ---- ----

* The parent response rate was calculated for unique households. In all, 779 parent surveys were completed. ** Community members refers to residents in CCSD 181 enrollment boundaries who do not currently have students enrolled in district schools.

Table 5: Student Assessment Data

Assessment Sources Illinois State Report Card data 2013-2015 AIMSweb assessment data 2013-2015 NWEA Measures of Academic Progress (MAP) assessment data 2007-2015 EPAS (EXPLORE, PLAN, and ACT) assessment data


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Research Findings The strategic planning process engaged stakeholders from the classroom to the community, providing an opportunity to learn what works well in the District and where areas for improvement exist. Research findings were triangulated from data collected across multiple sources and stakeholder groups, including a review of archival reports, analysis of assessment data, and synthesis of stakeholder feedback gathered through structured interviews, focus groups, and surveys.

Portrait of a Graduate When asked in focus groups to describe the skills and characteristics stakeholders would like students to acquire by graduation, the following portrait of a graduate emerged. Stakeholders mention the development of social and emotional skills including personal responsibility, organization, and grit. Stakeholders also expect graduates to have a strong academic foundation, as well as to have developed the ability to think critically, communicate effectively, and innovate.

Academics

Academic competency Competitive with surrounding districtsPrepared to excel in high school and beyond

Higher-‐Order Thinking

Verbal and written communicationProblem solving and critical thinkingCreativity and the ability to innovate

Personal Skills

Social-‐emotional skillsRespect diversitySelf-‐disciplineOrganizationGritPerseverance


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Global Findings CCSD 181 is a high performing district. Students perform well on assessments compared both to the nation and to students attending comparable, surrounding districts. Student academic growth is also consistent from one year to the next. Evidence shows that some achievement gaps are closing, while others require additional attention. Overall, stakeholders believe the District provides a high quality education. However, there is room for improvement in some curricular areas, particularly science and world languages. In focus groups and survey responses, parents identify meeting the needs of students identified as advanced learners as an area for improvement. District teachers are described by parents, community members, and other employees as dedicated, enthusiastic, and high performing. Overall, the majority of employees agree the District is a great place to work. Additional emphasis on enhancing the sense of trust in the District, including a work environment where employees feel trusted to perform their jobs in a manner consistent with their professional experience, may further improve employee satisfaction. High administrator turnover has been a concern. Parents and employees note that stability in leadership is a necessary component to achieve excellence in the District and highlight communication and decision making processes as areas for strategic focus. When asked to describe their preferred picture of the District in the future, parents, employees, and community members share the desire for a common vision that will allow the District to stand by initiatives and accomplish their desired outcomes. In the classroom, stakeholders describe student-driven instructional strategies, including project-based and cooperative learning, which allow for students to develop and pursue their passions and creativity through interdisciplinary and in-depth exploration of content. CCSD 181 graduates currently in high school shared that they would have benefitted from a greater focus on learning good time management skills and study habits in middle school. Greater use of technology in the classroom is seen as desirable to support personalized and on-demand learning. As a “light house” district, parents want all students to be appropriately challenged through rigorous courses, while community members identify a globally focused education as essential for future success. The following sections provide a summary of the findings and research that emerged throughout the strategic planning process. Findings are organized around the following themes: academic success, organizational excellence, culture of community, operational integrity, and stakeholder priorities. Additional details can be found in a separate document titled Strategic Plan Supporting Evidence.


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Academic Success CCSD 181 graduates are well prepared for high school and outperform both the nation on NWEA MAP and their peers at Hinsdale Central High School on the ACT. Students enrolled in the District achieve academic growth consistent with historical, local norms. Achievement gaps are present in CCSD 181 among students designated as Limited English Proficiency (LEP), students identified as low income, and students with IEPs. Students who historically achieved at lower levels must experience higher than expected growth in order to reduce existing achievement gaps. An examination of student growth by subgroup finds students identified as LEP achieve higher than expected growth in math indicating that the achievement gap is closing. However, additional focus is required to accelerate the growth of students identified as low income, students with IEPs, students identified as Hispanic, and particularly students identified as Black.

Eighty-seven percent of parents and 97 percent of employees rate the overall quality of education in CCSD 181 as good or excellent. Stakeholders, particularly parents, would like the District to focus on providing a consistent, high quality curriculum for all students. Parent ratings of core programs, as well as services for special populations, are generally lower than employee ratings of the same programs. The quality of the English/Language Arts program is rated favorably overall, while there is an opportunity for improvement in the science program and programs for English Language Learners. Fifty-four percent of parents agree that teachers differentiate instructional strategies to address individual learning needs. Some parents express concern that higher achieving learners are not making adequate growth, and some employees express concern that the District is not providing an appropriate continuum of services for students identified for special education services. Among parents who identified a child as above grade level, 57 percent rate the quality of the program for advanced learners as good or excellent. Among parents of children who receive special education services, 73 percent rate the quality of the services as good or excellent. Students, parents, and employees are proud of the District’s encore classes and specials. However, some stakeholders would like to see additional emphasis on world language instruction. CCSD 181 graduates currently in high school cited science and world history as areas the middle school could improve upon. Stakeholders would like CCSD 181 students to have developed social and emotional skills upon graduation. Currently, 82 percent of parents and employees agree teachers facilitate the development of students’ social and emotional skills. District schools are viewed as safe and conducive to learning. However, technology is cited as an area for improvement with the potential to further enhance student learning.


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Organizational Excellence Parents agree that teachers provide quality instruction to students. In interviews and focus groups, stakeholders share that District teachers are dedicated, enthusiastic, and high performing. Seventy-eight percent of employees agree that CCSD 181 is a great place to work. At the same time, low employee ratings of trust indicate room for improvement in the current work environment. Among employees, 63 percent agree that they have adequate opportunities for relevant professional development, and most teachers agree that they have opportunities to collaborate with their colleagues to enhance student learning. The District recently restructured professional development and has integrated Professional Learning Communities (PLCs) to guide collaboration among employees and increase the effectiveness of professional development. Although teachers agree that assessment data is used to improve

instruction, there is concern noted from both educators and students about the amount of time devoted to preparing for and administering assessments. Employees would like to have greater access to resources, tools, and support such as additional special education staff, so they can provide the highest quality education to students.

Culture of Community Sixty-four percent of parents, 49 percent of employees, and 31 percent of community members agree there is transparent communication across the District. Enhancing communication and transparency for all stakeholders are key areas for strategic focus. District leaders, parents, and employees express a desire for a commonly-held, focused vision for the future that would allow for the prioritization of initiatives and effective decision-making. Among parents and community members, 38 percent agree the Board of Education represents their needs and expectations. Among parents, 45 percent agree that the Board of Education and Superintendent work as a team in operating the District, and 49 percent agree that District leadership makes decisions in the best interest of students. Seventy-seven percent of parents agree that the District provides ample opportunities to get involved, and 68 percent of parents agree the District provides parents ample opportunities to engage in a dialogue about the District. Eighty percent of employees agree their interactions with parents support student learning.


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Employees would like to see greater transparency in how and why decisions are made and would like to have more involvement in decisions that affect their work. Employees would also like to see the Board focus more on creating a vision and policies for the District and trust educators to manage their daily responsibilities in the schools. Among community residents without children in the schools, newspapers, neighbors, and friends are their most important sources of information about the District. Overall, communication and stakeholder involvement are key improvement areas for strategic focus. Operational Integrity The District has a strong financial base. Among stakeholders, 61 percent agree that the District is fiscally responsible, although there is concern about the state’s financial instability and potential challenges on the horizon. Community members and employees remark that a new Hinsdale Middle School and continuous maintenance on buildings are necessary to create positive learning environments. Currently, 70 percent of stakeholders agree that district facilities support student learning. Forty-three percent of parents report they will definitely support a referendum to rebuild Hinsdale Middle School, and another 35 percent of parents indicate they will probably support a referendum. Among community respondents, the largest percentage indicate they would definitely not support a referendum, which indicates additional district effort is necessary to ensure residents support the referendum. Stakeholder Priorities Stakeholders were asked to select their highest priorities for the District. The top five priorities that emerged across stakeholder groups include:

• Hiring and retaining quality teachers. • Developing students’ critical thinking and problem solving skills. • Ensuring that all student populations maximize their academic potential. • Hiring and retaining quality administrators. • Providing science, technology, engineering, and math (STEM) programs.


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Mission Statement To provide a premier educational experience that teaches students to be critical thinkers and

enables them to achieve their full potential – academically, socially, and emotionally

Vision Statement To be a community school district where students develop the skills they need to change the world and the confidence they need to do it.

Vision, Mission, and Guiding Principles

Vision Statement A vision statement reflects the District’s preferred future. Vision statements describe how the future will look if the organization achieves its ultimate aims. The research and stakeholder feedback gathered as part of the strategic planning process was used to develop the following vision statement adopted by the Board of Education.

Mission Statement A mission statement is a statement of the overall purpose of an organization. The mission should say what you do, for whom you do it, and the benefit. The following mission statement adopted by the Board of Education incorporates stakeholder values and priorities that emerged in the research phase of the strategic planning process.


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10 Guiding Principles

We value academic excellence and believe it is best achieved through:

• Curriculum: Research-based, results-oriented educational programs reflective of community expectations. • Critical Thinking: Fuels academic success and the development of 21st century skills. • Creativity: Recognizes the whole child and fosters personal achievement in the arts, athletics and

extracurricular activities. • Competition: As a healthy measure of preparedness and self-motivation. • Courage: Doing the right thing guides behavior and builds confidence. • Curiosity: Life-long learners are curious about the world around them. • Community: Parental and community involvement results in better outcomes; responsible and equitable

resource management strengthens our schools and community; and good citizenship is modeled through service to others.

• Collaboration and Communication: Open, transparent and respectful dialogue with and among stakeholders about decisions and the decision making process reinforces trust and improves outcomes.

• Continuous Improvement: Setting high standards allows students and staff to meet their full potential and excel.

• Consistency: In personal performance as well as offerings between schools and within schools, an integral element to success at all levels.

Guiding Principles Guiding principles are the beliefs that set the foundation for how an organization will operate. The principles are accepted guidelines that capture the District’s values and priorities and provide direction for employees as they go about their daily work. The CCSD 181 guiding principles are presented below.


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Strategic Goals and Objectives The goal areas presented below are based on the themes that emerged throughout the strategic planning process. The four areas that emerged are academic success, organizational excellence, culture of community, and operational integrity. The figure below visualizes the proposed goals with student success presented as the central focus.

Student Success

Academic Success

Organizational Excellence

Culture of Community

Operational Integrity


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Strategic Goals

The objectives under each goal area are presented below. The objectives are based on the research findings and are aligned with the District’s proposed mission, vision, and guiding principles.

Academic Success

Maximize the academic and social-emotional growth of

each student

Organizational Excellence

Attract, develop, and retain high quality staff

Operational Integrity

Ensure fiscal stability and appropriate resources for

programming and facilities

1. Provide a high quality

curriculum that enables all students to achieve their full academic potential and develop 21st century skills.1

2. Offer a continuum of

services that considers student development and learning readiness and provides all students an appropriate level of academic challenge in a supportive environment.

3. Identify and address

curriculum and cohort strengths and weaknesses.2

4. Design and implement a

meaningful and balanced assessment system to monitor individual and cohort student growth and inform continuous improvement.3

5. Provide adequate and

equitable resources and targeted professional development to support teaching and learning.4

6. Develop processes and

procedures necessary for continuous improvement.

Continue to hire and retain high quality staff to address organizational needs and build in-house expertise.5

Establish an environment of trust and exemplary professional practice. 6

1. Align financial budgets with the goals established in the strategic plan.

2. Evaluate the return on investment of programs and expenditures as it relates to student outcomes.8

3. Maintain balanced and sustainable short and long-term budgets.9

4. Maintain quality facilities that support student learning.

5. Continue to stay informed

about potential state and federal impacts on funding, and represent District needs and community expectations where possible.10

Culture of Community

Engage all stakeholders through transparent, respectful

communication and collaboration

1. Enhance respectful communication, dialogue, and transparency with all stakeholder groups.7

2. Continue to enhance partnerships with parents and the community.

1 The Board would like technology, STEM, world languages, and social studies to be incorporated in the implementation plan for this objective as well as making decisions based on research from similar districts and populations.

2 The Board would like the implementation plan for this objective to include the identification and addressing of program weaknesses for advanced learners and special education populations.

3 The Board would like this objective to include the monitoring of individual student performance, growth, and preparedness for high school as well as the creation of a data dashboard.

4 The implementation plan for this objective should include cultivating productive and collaborative employee relationships through Professional Learning Communities (PLCs).

5 The implementation plan for this objective should include the immediate need for a permanent, full time Assistant Superintendent of Learning.

6 The Board would like addressing all levels of trust including among employees, parents, community, leadership, and the Board to be incorporated in the implementation plan for this objective.

7 The implementation plan for this objective should incorporate communicating decision making processes (including alignment to the strategic plan and impact on students learning), effectively communicating and following through with initiatives, and appropriately involving employees in decisions that affect their work.

8 The Board would like the implementation plan to include an evaluation of the impact of math content specialists, coaches, smaller class sizes, and consultants utilizing quantitative and qualitative data around academic and social-emotional student outcomes.

9 The Board would like the implementation plan for this objective to include regularly conducting a top-down analysis to identify efficiencies and eliminate waste.

10 The implementation plan for this objective should consider indirect or potential impacts on funding like PARCC as well as direct legislative changes with funding implications.

Community Consolidated School District 181 • 115 West 55th Street, Clarendon Hills, IL 60514 630.861.4900 • fax: 630.887.1079 • www.d181.org • Twitter: @CCSD181

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Objective Key Performance

Indicator(s) Strategy # Strategies Timeline Responsible Roles Resources Financial Impact

Evidence / Artifacts / Products

1a. Provide a high quality curriculum that enables all students to achieve their full academic potential and develop 21st century skills.

STUDENT GROWTH, as measured by standardized assessments (e.g. MAP, PARCC, Propensity Scores, District Common Assessments)

1a‐1. CURRICULUM RENEWAL CYCLE: Review and revise D181 DRAFT curriculum renewal cycle to focus on priority areas of STEAM and World Languages (beginning with middle schools in 2016/17), and Writing (in the elementary schools), as well as continued work in the area of mathematics

PLAN: July 2016 (Review curriculum renewal cycle under new DOL administration) DO: Aug 2016 (Revise as needed) STUDY: Sept 2016 (present to Learning Committee for discussion) ACT: Oct 2016 (Board vote); implement 2016/17 forward

Assistant Superintendent for Learning (C & I)

none none Board approved curriculum renewal cycle



1a‐2. DISTRICT PHILOSOPHY and VISION FOR ACADEMIC SUCCESS: Establish an agreed upon philosophy of teaching and learning, specifically defining "high quality curriculum" and "21st century skills" as applicable to the D181 community

PLAN: Sept ‐ Dec 2016 (DLTs & BLTs Draft Philosophy Statements) DO: Jan/Feb 2017 (Vet through DOL, Council, Principals, DOL, HTHCA & HESS) STUDY: Mar ‐ May 2017 (Learning Committee) ACT: Jun 2017 ‐ Seek Board Approval, 2017/18 Full Implementation


DLT & BLT Teams

committee stipends

District‐adopted philosophy, definition and vision of "high quality curriculum" and "21st century skills" as specifically related to the D181 community.



1a‐3. PROGRAM STUDY: Analyze teaching and learning philosophies, curriculum design, program design, instructional strategies, related criteria, and professional learning strategies of other high achieving school districts of similar demographics, whether from local or national comparison groups to update the district’s "Provisions for Advanced Learning" document.

PLAN: Sep ‐ Dec 2016 DO: Jan/Feb 2017 (Share research and vet resulting documentation) STUDY: Mar ‐ Jun 2017 (feedback and implications) ACT: Jul 2017 (PD/Communications District‐wide)

Assistant Superintendents for Learning

DLT & BLT Teams

committee stipends

Up‐to‐date documentation defining D181 philosophy for advanced learning and corresponding opportunities in the core content areas; Reading, Writing, Math, Science, Social Studies and World Languages


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1a‐4. PROFESSIONAL LEARNING STRUCTURE: Establish a sustainable system with: a) corresponding structures for expanding professional growth opportunities and communications through District Leadership Teams (DLTs) ‐ by content area, Principal/Instructional Leader Meetings, Building Leadership Teams (BLTs), district‐wide use of Instructional Coaches as Instructional Leaders, and Content Area Specialists as subject specific teacher leaders, and b) an annual, coordinated, district professional learning plan for use of Institute Days, Staff Development Days, Two‐hour Meetings, and committee work. These professional learning structures are aimed at building a climate and culture for applied, job‐embedded professional learning practices through coaching, observation, modeling, and shared practices.

PLAN: Jun ‐ Oct 2016 DO: Nov ‐ Dec 2016 (initiate prioritized DLT and BLT work) STUDY: Jan ‐ Jun 2017 (feedback and implications) ACT: Jul 2017 (Adjust structures as needed for 2017/18)


Admin & Teacher Leader time

release time 1) Documented Annual District Professional Development Implementation Plan 2) DLT Content Area Committees, including member list, charge of the committee, member roles, and annual goals 3) Lists of each school's BLT, coordinated with DOL


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1a‐5. CURRICULUM DEVELOPMENT: Create curriculum maps, corresponding units of study, learning environment resources (digital tools, online and physical materials) and pacing for all content areas, following the Curriculum Renewal Cycle

Apply PDSA Cycle to each priority content area, following the Curriculum Renewal Cycle: 2016‐17 Priority Areas: Math Implementation Yr 2, Science Renewal Yr 2, K ‐ 5 Report Card Renewal Yr 2, Applied Tech Renewal Yr 1, SELAS Renewal Yr 1, Music Renewal Yr 1 / 2017‐18 Priority Areas: Follow the Board‐approved curriculum renewal cycle


District‐wide representation of grade level, subject specific teams, coaches, specialists, admin, BLT & DLT involvement (for roll out)

TBD Curriculum maps, by subject area, as designated in Curriculum Renewal Cycle. For 2016/17 ‐ up‐to‐date K ‐ 8 Curriculum Maps, and initial work on grade 6 ‐8 Science Curriculum Maps



1a‐6. INSTRUCTIONAL STRATEGY DEVELOPMENT: Develop and implement a three to five‐year plan for professional growth opportunities aligned to priority areas of need for delivering a high quality curriculum such that students have ample opportunities to achieve their full academic potential and develop 21st century skills. Priority areas for developing 21st century skills include: curriculum development, rigorous instructional design, assessment, grading practices, grouping strategies, inquiry/questioning strategies, accountable talk/collaborative classroom conversations, differentiation, latest research on social/emotional learning and the brain.

PLAN: Jul 2016 (Aug 2016 PD Planned; 2016/17 Plan Drafted) DO; May ‐ Jun 2017 (3 ‐ 5‐year plan drafted) STUDY: 2017/18 (Study feasibility of 3 ‐ 5‐year plan) ACT: 2018/19 (revise as needed)

Assistant Superintendents

All Admin, DLT & BLTs

None a) Annual Professional Development Plans b) Professional Development Evaluations c) Teacher Professional Development Survey Data


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1a‐7. LEARNING ENVIRONMENT: Integrate the Digital Learning Environment beliefs, needs, resource deployment and replacement cycle, as well as digital learning environment professional development needs into curriculum and instruction related strategies outlined in 1a‐5 & 1a‐6

PLAN: Mar/Apr annually, to follow budget cycle DO: May ‐ Aug annually, prepare for opening of school each year STUDY: Sept ‐ Nov annually, study success of each year's deployment and use of tools ACT: Dec ‐ Feb annually, adjust digital learning environment plans as determined during Study phase

Assistant Superintendent for Learning (C & I), Principals

classroom teachers, specialized consultant/s, technology tools & applications, and materials

TBD

1b. Offer a continuum of services that considers student development and learning readiness and provides all students an appropriate level of academic challenge in a supportive environment.

STUDENT GROWTH BY SUBGROUP, as measured by standardized assessments (e.g. MAP, PARCC, Propensity Scores, District Common Assessments)

1b‐1. Review and revise Response to Intervention (RTI) practices across all grade levels, addressing program weaknesses for advanced learners and special education populations.

PLAN: 2016‐2017 DO: 2017‐2018 STUDY: 2018‐2019 ACT: 2019 ‐ 2020

Assistant Superintendents of Learning

none tbd ‐ Updated RtI process and procedure manual ‐ Attendance lists from staff training on new process and procedures



1b‐2. Implement and analyze results of School Climate Inventory Survey

PLAN: Apr ‐ Oct 2016 DO: Nov 2016 (Administration of survey) STUDY: Dec 2016 (Analyze results) ACT: Jan ‐ Jun 2017 (Implement recommended changes), annually thereafter

Assistant Superintendents of Learning

All Admin, DLT & BLTs

$15,000 (annual survey)

School Climate Survey results collected, analyzed and presented to D181 BOE and Admin


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1b‐3. Complete special education services analysis.

PLAN: Aug ‐ Dec 2016 DO: Jan ‐ Jun 2017 STUDY: July ‐ Aug 2017 ACT: 2017/18

Assistant Superintendent of Learning (Pupil Services)

TBD TBD Board Report

1c. Identify and address curriculum and cohort strengths and weaknesses.

Increased student achievement by district, school, and subgroup as measured by state and local assessments, curriculum data, and program analysis

1c‐1. Review and enhance current structures and systems for building a strong data driven culture of warehousing, analyzing, and acting upon student, program, and curriculum data annually. This work may be done through the formal Data Retreat process, or a customized, structured, D181 data analysis and school improvement planning process, beyond the regular RtI system. The Data Retreat process includes analysis of program strengths and weaknesses for all subgroups, including advanced learners, English Language Learners, and special education students.

PLAN: Jan/Feb 2018 (Identify available data sources within the district, learn Data Retreat process and outcomes, share information throughout the organization, determine budget and timeline) DO: Mar/Apr 2018 (Form Data Retreat Team, gather data sources) STUDY: May 2018 (Intended outcomes and complete Data Retreat prep process) ACT: Jun ‐ Aug 2018 (Conduct 1st data retreat process, and continue PDSA for Data Retreats annually thereafter)

Assistant Superintendents of Learning with Director of Program Effectiveness

Training for DLT and BLTs

release time, lead facilitator, materials and/or licensing

Actionable school improvement plans for each school aligned to district academic priority areas; revised annually


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Increased student achievement by district, school, and subgroup as measured by state and local assessments, curriculum data, and program analysis

1c‐2. Continue to build one integrated data system/data warehouse to manage student and system‐wide information (i.e. student information system software, special education software, assessment and curriculum data tool/s all working together)

PLAN: Aug ‐ Dec 2017 (Determine steps inherent in strategy 1c‐1) DO: Jan ‐ April 2018 (Compile sources of data and locations of district data) STUDY: May ‐ Aug 2018 (Add'l data needs and options for warehousing data) ACT: Sept 2018 (Present plan for warehousing data ‐ scope, time and costs)

All Assistant Superintendents

Purchase and elimination of tools as determined by Admin, based on district needs

tbd Integrated data system/data warehouse established to house and manage multiple sources of student data

1d. Design and implement a meaningful and balanced assessment system to monitor individual and cohort student growth and inform continuous improvement.

Student Learning Profiles (noting areas of strength & areas for improvement)

1d‐1. Develop common assessments and benchmark assessments aligned to curriculum maps

PLAN/DO: Initial assessments 2016/17, as required by PERA STUDY/ACT: 2017/18 and beyond, following the curriculum renewal cycle for specified content areas


Content area DLTs

release time, materials and/or licensing, consultant

Common benchmark and end of grade level assessments complete and available for use in the classroom, informing academic success



1d‐2. System‐wide study and professional development on current best practices for high quality curriculum grading practices, assessment literacy, and use of data to inform classroom instruction

PLAN: 2016/17 DO: 2017/18 STUDY: 2018/2019 ACT: 2019/2020


All Admin, DLTs & BLTs

release time, materials and/or licensing, consultant

a) Documented professional development teacher feedback b) Curriculum walk/Classroom walk‐through protocols c) Student Learning Objectives


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1d‐3. Design and implement standards‐based report cards for K‐8

PLAN/DO: 2017/18 & 2018/19 STUDY/ACT: 2019/20 & 2020/21


All Admin, DLTs & BLTs

tbd K ‐ 8 report cards aligned to curriculum maps

1e. Provide adequate and equitable resources and targeted professional development to support teaching and learning.

Increase in favorable responses from staff members regarding the adequacy of resources and training they are provided.

1e‐1. Facilitate collaborative decision making and communication through the creation of District and Building Leadership Teams

Plan: Spring 2017 Do: Fall 2017 Study: TBD Act: TBD

Assistant Superintendent of Learning (C&I) in collaboration with building administrators, HCHTA members and HESS members.

Meeting time TBD Artifact created by establishing a process and tool that will guide District and Building Leadership Teams towards collaborative decision making and effective communication.


Increase in favorable responses from staff members regarding the adequacy of resources and training they are provided.

1e‐2. Define and communicate a common understanding of a professional learning community. Collaborate with Administrators, HCHTA and HESS to develop a plan to operate as a professional learning community.


Assistant Superintendent of Learning (C&I) in collaboration with building administrators, HCHTA members and HESS members.

Meeting time TBD Artifact which defines a PLC and the plan to operate as one.


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1f. Develop processes and procedures necessary for continuous improvement.

Artifact created by developing a continuous improvement framework and supporting documents/visual supports.

1f‐1. Provide staff development on the D181 Continuous Improvement Framework to ensure a common understanding of the process. Work with District and building administrators to ensure successful implementation as evidenced by continually identifying where we are in processes.

Plan: Fall 2016 Do: January 2017 Study: TBD Act: TBD

Assistant Superintendent of Human Resources in collaboration with building administrators, HCHTA members and HESS members.

Meeting time TBD Artifact created by developing a continuous improvement framework and supporting documents/visual supports.

1f. Develop processes and procedures necessary for continuous improvement.

Artifact created by developing a continuous improvement framework and supporting documents/visual supports.

1f‐2. Facilitate conversations with staff to identify any initiatives/tasks that are not aligned to the Strategic Plan and therefore may need to be eliminated or put on hold in order to complete the targeted initiatives in a quality fashion and with fidelity.

Plan: Ongoing (as the various Strategic Plan initiatives progress) Do: Fall 2016 Study: TBD Act: TBD


Meeting time N/A Artifact which identified initiatives and tasks that are not aligned to the Strategic Plan and may need to be eliminated or put on hold.


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Indicator(s) Strategy # Strategies Timeline Responsible

Role(s) Resources Financial Impact


2a. Continue to hire and retain high quality staff to address organizational needs and build in‐house expertise.

Using data gathered by an exit interview, decrease the number of teachers or administrators who leave D181 for reasons in our control.

2a‐1. Review our current hiring system and make any needed improvements to ensure we continue to hire and retain high quality staff.

Plan: Fall 2016 Do: February 2017 Study: Fall 2017 Act: Spring 2018

Assistant Superintendent of Human Resources in collaboration with building administrators

Meeting time TBD Standardized hiring practices document Increase in favorable responses to survey questions related to parents' assessment of teacher quality and teachers' assessment of D181 being a great place to work.


Using data gathered by an exit interview, decrease the number of teachers or administrators who leave D181 for reasons in our control.

2a‐2. Collect data on the retention of D181 staff and communicate the findings. (Include the administration of an exit/retirement survey.) If warranted by the data, develop incentives to retain high quality staff.

Plan: Fall 2016 Do: February 2017 Study: Fall 2017 Act: Spring 2018


Meeting time TBD If warranted by the data, develop incentives to retain high quality staff.

2b. Establish an environment of trust and exemplary professional practice.

Increase in favorable responses from staff members regarding trust between stakeholders and the process by which decisions are made and communicated.

2b‐1. Implement a tool to ensure staff are involved in discussions that might impact them, and that final decisions and the rationale for them are clearly communicated.



Meeting time N/A Artifact that defines a system of decision making and communication that builds trust; Section 504 Procedural Manual; Special Education procedural outline


Page 10 of 38


Indicator(s) Strategy # Strategies Timeline Responsible

Role(s) Resources Financial Impact



Increase in favorable responses from staff members regarding trust between stakeholders and the process by which decisions are made and communicated.

2b‐2. Gather more information on areas of mistrust. Based on those findings, develop strategies to address the identified needs.



Meeting time Assistance developing questions to gain more information (potentially)

N/A


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Objectives Key Performance Indicator(s) Strategy

# Strategies Timeline Responsible

Roles Resources Financial Impact


3a. Enhance respectful communication, dialogue, and transparency with all stakeholder groups.

Improvement in stakeholder feedback on transparent communication (Baseline: 2015‐16 ECRA Survey) Improvement in stakeholder feedback on follow‐through of initiatives (Baseline: 2015‐16 ECRA Survey) Improvement in stakeholder feedback on opportunities for involvement (Baseline: 2015‐16 ECRA Survey) Improvement in stakeholder feedback on opportunities to engage in dialogue with the District (Baseline: 2015‐16 ECRA Survey) Improvement in stakeholder feedback on website (Baseline: Spring 2015 Surveys) Improvement in transparency as defined by third party (Evaluation Tool and Baseline TBD) Positive staff feedback on PD sessions (Evaluation Tool and Baseline TBD) Positive parent feedback on PD sessions (Evaluation Tool and Baseline TBD) Overall staff satisfaction with internal calendar effectiveness (Evaluation Tool and Baseline TBD)

3a‐1. Support the launch and ongoing use of a public dashboard to demonstrate implementation of the strategic plan.

Plan: May‐June 2016 Do: July‐August 2016 Study: September‐October 2016 Act: November 2016

Communications and Superintendent's Office with ECRA

ECRA‐developed dashboard

TBD Launch of the Strategic Plan public dashboard


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3a‐2. Develop an internal calendar for planning and communicating cyclical information that references department‐specific and District‐wide dates and milestones.

Plan: June‐July 2016 Do: August‐September 2016 Study: October‐November 2016 Act: December 2016

Communications with all Administration Center staff

N/A N/A Creation of an internal planning calendar


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3a‐3. Analyze current Communications Department practices and identify opportunities for improved efficiency and effectiveness, with emphasis on highlighting in communications: follow‐through of initiatives, opportunities for involvement, opportunities for dialogue, and transparency in decision‐making processes.

Plan: June‐July 2016 Do: August‐October 2016 Study: November‐December 2016 Act: January 2017

Communications Third Party Audit (i.e. NSPRA)

TBD Completed analysis with report to the Superintendent


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3a‐4. Strengthen web content related to learning / academics

Plan: July‐August 2016 Do: September‐November 2016 Study: December 2016 ‐ January 2017 Act: February 2017

Communications and DOL

N/A N/A Addition of improved web content


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3a‐5. Create opportunities for parent learning on the topic of successfully communicating with your child's school and school staff.

Plan: August‐September 2016 Do: October‐December 2016 Study: January‐February 2017 Act: March 2017

Communications, FRN (Involving D181 Foundation, SELAS Committee, Speakers representing school administration, HCHTA, and HESS)

Presenters (unless using in‐house staff expertise)

TBD Completed parent learning sessions


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3a‐6. Identify an objective, third party tool to assess District transparency in communications (i.e. Illinois Policy Institute ten‐point transparency checklist) and make necessary improvements.

Plan: September‐October 2016 Do: November 2016 ‐ January 2017 Study: February‐March 2017 Act: April 2017

Communications Third Party Tool (unless a no‐cost tool is identified))

TBD Completed assessment with report to the Superintendent


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3a‐7 Conduct an analysis of current channels for Board ‐ Stakeholder communication (one‐way and two‐way) and identify opportunities for improved efficiency and effectiveness.

Plan: December 2016 ‐ January 2017 Do: February‐April 2017 Study: May‐June 2017 Act: July 2017

Communications with Superintendent's Office and Board of Education

N/A N/A Completed analysis with report to the Superintendent


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3a‐8. Assess and document existing social media presence of schools and staff; (2) Assess Board policies related to social media and submit suggested edits for Board review as applicable; (3) Create a District social media toolkit that encourages staff use and establishes standards / protocols for school use

Plan: January‐March 2017 Do: April‐May 2017 Study: June‐July 2017 Act: August 2017

Communications (Involving potential new Task Force to include HCHTA and HESS Representatives)

Potential Consultant

TBD Completed assessment with report to the Superintendent Completed toolkit


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3a‐9. Create a set of minimum expectations for teacher and department communication.

Plan: April‐May 2017 Do: June‐July 2017 Study: August‐September 2017 Act: October 2017

Communications (Involving Principals, HCHTA and HESS Leadership, Department Leaders)

Potential Consultant

TBD Completed analysis with report to the Superintendent


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3a‐10. Review Board policies and other existing documents (i.e. Board Code of Conduct, school handbooks) to determine the current language and expectations related to communication and develop a summary overview of that information.


Communications (Involving potential new Task Force to include BOE Policy Chairs, HCHTA and HESS Representatives)

N/A N/A Completed review with report to the Superintendent Completed overview document


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3a‐11. Integrate opportunities for staff professional development on the topic of communication strategies and best practices, with specific focus on crucial conversations.

Plan: July‐August 2017 Do: September‐October 2017 Study: November‐December 2017 Act: January 2018

Communications, DOL, Staff Development Committee (Involving HCHTA and HESS Leadership)

Books (i.e. Book Study), presenters, substitute teacher costs

TBD Completed staff professional development sessions


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3a‐12. Develop a code of conduct for communication to, from, and among parents, staff, and the Board of Education. (This objective is not recommended if positive growth is seen in KPIs.)

Plan: August‐September 2017 Do: October‐December 2016 Study: January‐February 2018 Act: March 2018

Communications (Involving BOE Representative, FRN, PTO, HCHTA and HESS Leadership)

N/A N/A Development of Code of Conduct


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3b. Continue to enhance partnerships with parents and the community.

Improvement in stakeholder feedback on transparent communication (Baseline: 2015‐16 ECRA Survey) Improvement in stakeholder feedback on opportunities for involvement (Baseline: 2015‐16 ECRA Survey) Improvement in stakeholder feedback on opportunities to engage in dialogue with the District (Baseline: 2015‐16 ECRA Survey) Improvement in stakeholder feedback on website (Baseline: Spring 2015 Surveys) Improvement in transparency as defined by third party (Evaluation Tool and Baseline TBD)

3b.1. Host an event for D181 and D86 administrators (and possibly Board members) to introduce themselves, discuss upcoming initiatives, and plan opportunities for articulation.


Communications, Superintendent's Office (Involving school/District administrations from D181 and D86 and possibly Board members)

Food/Beverages

TBD Completed event


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3b‐2. In partnership with the Department of Learning, identify opportunities to invite the community to hear from the same speakers who present as part of staff professional development.


Communications, DOL, Staff Development Committee, FRN (Involving HCHTA and HESS Leadership)

Presenters TBD Completed parent learning sessions


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3b‐3. Strengthen relationships with senior citizen residents, with particular focus on in‐District senior centers. This can include event partnerships (i.e. fine arts performances, Veterans Day programs), invitations to participate as school volunteers (i.e. senior readers), and inviting them to become Key Communicators.


Communications (Involving D181 Foundation, PTOs, FRN, Principals)

Food/Beverages

TBD Initiated New activities (if applicable) Increase in number of Key Communicators


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3b‐4. Work with PTOs and the D181 Foundation to determine how the District can further support their work in partnering with local businesses.

Plan: September‐October 2016 Do: November‐December 2016 Study: January‐February 2017 Act: March 2017

Communications, PTOs, D181 Foundation

N/A N/A Completed analysis with report to the Superintendent Initiated new activities (if applicable)


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3b‐5. Advertise opportunities for residents to join the Key Communicator e‐newsletter group, with special attention on parents of 8th graders, prior to graduation.

Plan: November‐December 2016 Do: January‐February 2017 Study: March‐April 2017 Act: May 2017

Communications Advertising (i.e. newspaper ad)

TBD Increase in the number of Key Communicators


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3b‐6. Support the D181 Foundation in their development of a Community Connections database.

Plan: January‐February 2017 Do: March‐April 2017 Study: May‐June 2017 Act: July 2017

Communications, D181 Foundation

N/A N/A Documented support to D181 Foundation (i.e. meeting agendas, reports)


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3b‐7. Create opportunities to communicate the success stories of District 181 alumnae (i.e. Annual Report feature story, Twitter campaign), welcome them as volunteers (i.e. Career Day), and invite them to participate in District events (i.e. school celebrations). Consider the start of an alumnae network and/or host school reunions.

Plan: April‐May 2017 Do: June‐July 2017 Study: August‐September 2017 Act: October 2017

Communications (Involving District 86, Chamber of Commerce)

N/A N/A Initiated new activities (if applicable)


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3b‐8. Work with area preschools to determine (1) level of interest in partnerships and (2) how to strengthen practices related to communication (i.e. calendaring, facility use/rental, safety, parent education events).


Communications (Involving Parochial School Leaders)

N/A N/A Documented outreach (i.e. emails, meeting agendas, reports) Initiated new activities (if applicable)


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3b‐9. Work with area parochial/private schools to determine (1) level of interest in partnerships and (2) how to strengthen practices related to communication (i.e. calendaring, service projects, facility use/rental, joint initiatives, safety, parent education events).


Communications (Involving D181 ECE/Preschool Staff and Area Preschool Leaders)



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3b‐10. Identify opportunities for District leaders to support existing community programs and events (i.e. school bands perform at events, put artwork on display at community locations, serve as special guests).

Plan: September‐October 2017 Do: November‐December 2017 Study: January‐February 2018 Act: March 2018

Communications (Involving Department Leaders and Principals, Chamber of Commerce)



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3b‐11. Identify opportunities to involve current parents and the broader community in current and future service projects.

Plan: November‐December 2017 Do: January‐February 2018 Study: March‐April 2018 Act: May 2018

Communications (Involving PTOs, Principals)



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Objective Key Performance Indicator(s) Strategy # Strategies Timeline Responsible Roles Resources Financial

Impact Evidence / Artifacts

/ Products 4a. Align financial budgets with the goals established in the strategic plan.

1‐, 3‐, and 5‐year budgets that include Board of Education approved expenditures from the strategic plan.

4a.1 Analyze the current expenditures of District 181 and the financial impact of the Strategic Plan to develop a list of expenditures that: • Do not align with District 181's Strategic Plan • Are new initiatives with District 181's Strategic Plan (Aligns with footnote 9)

Plan: July ‐ December 2016 Do: January ‐ February 2017 Study: March ‐ June, 2017 Act: July, 2017

Assistant Superintendent for Business & Operations/CSBO

Superintendent Assistant Superintendents

List of expenditures that are included in the Strategic Plan List of expenditures that are within the current District budget that are not aligned with the Strategic Plan

4a. Align financial budgets with the goals established in the strategic plan.

1‐, 3‐, and 5‐year budgets that include Board of Education approved expenditures from the strategic plan.

4a.2 Determine which items may be added or deleted from the budget and make the budget adjustment.

Plan: July ‐ December 2016 Do: January ‐ February 2017 Study: March ‐ June, 2017 Act: July, 2017


Superintendent Assistant Superintendents

TBD

4b. Evaluate the return on investment of programs and expenditures as it relates to student outcomes.

Key Performance Indicators listed under Academic Success.

4b.1 Define "a program" so there is common understanding among everyone.

Plan: Sept. ‐ Dec. 2016 Do: July 2017 Study: 2017‐2018 Act: 2018‐2019

Assistant Superintendent for Business & Operations/CSBO Assistant Superintendents of Learning

Superintendent, Assistant Superintendents of Learning, Building Administrators

Definition of a "program" and a list of all programs within the District



4b.2 Define a list of programs that will be evaluated and when each will be evaluated.

Plan: Sept. 2016 ‐ Dec. 2016 Do: July, 2017 Study: 2017‐18 fiscal year Act: 2018‐19 fiscal year

Assistant Superintendent for Business & Operations/CSBO Assistant Superintendents of Learning

Superintendent, Assistant Superintendents of Learning, Building Administrators

A list of programs that will be evaluated


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/ Products 4b. Evaluate the return on investment of programs and expenditures as it relates to student outcomes.


4b.3 Define a list of outcomes that will be used to evaluate the programs.

Plan: Sept. 2016 ‐ Dec. 2016 Do: July, 2017 Study: 2017‐18 fiscal year Act: 2018‐19 fiscal year

Assistant Superintendent of Learning

Department of Learning Building Administrators

Defined outcomes for each program



4b.4 Generate all expenditures related to each program (i.e., salaries, benefits, supplies, etc.) from the 2016‐17 fiscal year

Plan: May 2016 ‐ June 2016 Do: July, 2017 Study: 2017‐18 fiscal year Act: 2018‐19 fiscal year


Budgets List of revenues and expenditures that are associated with a defined program.



4b.5 Select and implement a process to prioritize programs (e.g., Educational Program Review Technique (EPRT))

Plan: Sept. 2016 ‐ Feb. 2017 Do: July, 2017 Study: 2017‐18 fiscal year Act: 2018‐19 fiscal year

Assistant Superintendent for Business & Operations/CSBO Director of Assessment

White papers Rubrics ECRA

TBD



4b.6 Create a report for the Board of Education that will show each program's expenditures and outcomes.

Plan: March ‐ May, 2017 Do: September, 2017 Study: 2017‐18 fiscal year Act: September, 2018


Superintendent Assistant Superintendents Department Heads Principals Teachers Classified Staff

TBD


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/ Products 4c. Maintain balanced and sustainable short and long‐term budgets.

1‐, 3‐, and 5‐year budgets that are balanced. "Balanced" is defined as the result of district revenue minus district expenditures being greater than or equal to zero.

4c.1 Create District 181 budget for five years.

Plan: January ‐ April, annually Do: July 1, annually Study: Each month during the fiscal year Act: Next fiscal year


Superintendent Assistant Superintendents Department Heads Principals

5‐year budgets

4c. Maintain balanced and sustainable short and long‐term budgets.


4c.2 Collaborate with the Board of Education Finance Committee to develop revenue and expenditure recommendations to be presented to the Board of Education.

Plan: January ‐ April, annually Do: July 1, annually Study: Each month during the fiscal year Act: Next fiscal year


Superintendent Board of Education Finance Committee



4c.3 Meet with Assistant Superintendents, Directors and Principals to review and plan yearly and long‐term budgets

Plan: January ‐ April, annually Do: July 1, annually Study: Each month during the fiscal year Act: January ‐ April of next year for the following fiscal year


Superintendent Assistant Superintendents Department Heads Principals


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/ Products 4c. Maintain balanced and sustainable short and long‐term budgets.


4c.4 Develop financial reports that are presented to the Board of Education that monitors the revenue and expenditures of the School District and presents a financial summary of the district.

Plan: January ‐ March, 2016 Do: April, 2016 Study: May ‐ June 2016 Act: July, 2016


Infinite Visions Financial Suite



4c.5 Receive an unqualified report from an auditing firm per State of Illinois requirements.

Plan: April ‐ June, annually Do: Aug. ‐ Sept., annually Study: Aug. ‐ Sept., annually Act: Nov. ‐ Dec., annually


$20,000

4d. Maintain quality facilities that support student learning.

A Board of Education approved Facilities Master Plan

4d.1 Approval of a Facilities Master Plan by the Board of Education

Plan: Sept. 2015 ‐ Aug. 2016 Do: Sept. 2016 ‐ Oct. 2016 Study: Nov. 2016 ‐ Dec. 2016 Act: Jan. 2017


Superintendent Board of Education Facilities Committee Director of Operations

TBD Facilities Master Plan

4d.2 Create facility standards for learning spaces with metrics including, but not limited to, technology, furniture, square footage, etc.

Plan: Sept. 2015 ‐ Aug. 2016 Do: Sept. 2016 ‐ Oct. 2016 Study: Nov. 2016 ‐ Dec. 2016 Act: Jan. 2017


Board of Education Facilities Committee Director of Operations

TBD


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/ Products 4e. Continue to stay informed about potential state and federal impacts on funding, and represent District needs and community expectations where possible.

A report that is shared with various stakeholders that identifies and describes local, state or federal programs that will have an effect on the fiscal well‐being of the district.

4e.1 Develop and publish a list of state mandates

Plan: April ‐ June 2016 Do: July, 2016 Study: Monthly Act: July of each fiscal year

Superintendent Assistant Superintendent for Business and Operations/CSBO Designee

Illinois State Board of Education IASB PRESS Board of Education Policies

Reports and information from various organizations or legislative bodies (i.e., Illinois Association of School Business Officials, Illinois School Board Association, Progress Illinois, Illinois State Board of Education)

4e. Continue to stay informed about potential state and federal impacts on funding, and represent District needs and community expectations where possible.


4e.2 The District will share their educational needs to legislative representatives, groups and organizations throughout the State.

Plan: Sept. 2016 ‐ Feb. 2017 Do: July, 2017 Study: 2017‐18 fiscal year Act: 2018‐19 fiscal year

Superintendent, Assistant Superintendents, Principals, HCHTA Leadership, HESS Leadership



4e.3 Continue to share a legislative update section to the Board of Education, Board of Education Finance Committee, Board of Education Learning Committee, and Board of Education Facilities Committee agenda under the strategic plan section

Plan, Do, Study, Act process will be implemented when a new legislative initiative will impact the School District financially

Superintendent, Assistant Superintendent for Business & Operations/CSBO

Plan Do Study Act Report to BOE Plan Do Study Act Report to BOE

Goal Area

Objective Strategy July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June

1a‐1.

1a‐2.

1a‐3.

1a‐4.

1a‐5. TBD based on Curriculum Renewal Cycle

1a‐6.

1a‐7.

1b‐1.

1b‐2.

1b‐3.

1c‐1.

1c‐2.

1d‐1.

1d‐2.

1d‐3.

1e‐1. TBD

1e‐2.

2d‐1.

2d‐2.

2015‐2016 2016‐2017

Acad

emic Success






1f. Develop processes and procedures for continuous improvement.

2016_10_06_D181_Strategic_Plan_Implementation_Gantt ‐ Gantt 10/6/2016 ‐ Page 1 of 12

Goal Area

Objective Strategy

1a‐1.

1a‐2.

1a‐3.

1a‐4.

1a‐5.

1a‐6.

1a‐7.

1b‐1.

1b‐2.

1b‐3.

1c‐1.

1c‐2.

1d‐1.

1d‐2.

1d‐3.

1e‐1.

1e‐2.

2d‐1.

2d‐2.

Acad

emic Success








July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June

2017‐2018 2018‐2019


Goal Area

Objective Strategy

1a‐1.

1a‐2.

1a‐3.

1a‐4.

1a‐5.

1a‐6.

1a‐7.

1b‐1.

1b‐2.

1b‐3.

1c‐1.

1c‐2.

1d‐1.

1d‐2.

1d‐3.

1e‐1.

1e‐2.

2d‐1.

2d‐2.

Acad

emic Success







Plan Do Study Act Report to BOE

July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June

2019‐2020



Goal Area


2015‐2016 2016‐2017

2a‐1.

2a‐2.

2b‐1. TBD

2b‐2. TBD



Organ

izationa

l Excelle

nce


Goal Area

Objective Strategy

2a‐1.

2a‐2.

2b‐1.

2b‐2.



Organ

izationa

l Excelle

nce



2017‐2018 2018‐2019


Goal Area

Objective Strategy

2a‐1.

2a‐2.

2b‐1.

2b‐2.



Organ

izationa

l Excelle

nce



2019‐2020



Goal Area


2015‐2016 2016‐2017

3a‐1.

3a‐2.

3a‐3.

3a‐4.

3a‐5.

3a‐6.

3a‐7

3a‐8.

3a‐9.

3a‐10.

3a‐11.

3a‐12.

3b.1.

3b‐2.

3b‐3.

3b‐4.

3b‐5.

3b‐6.

3b‐7.

3b‐8.

3b‐9.

3b‐10.

3b‐11.


Cultu

re of C

ommun

ity



Goal Area

Objective Strategy

3a‐1.

3a‐2.

3a‐3.

3a‐4.

3a‐5.

3a‐6.

3a‐7

3a‐8.

3a‐9.

3a‐10.

3a‐11.

3a‐12.

3b.1.

3b‐2.

3b‐3.

3b‐4.

3b‐5.

3b‐6.

3b‐7.

3b‐8.

3b‐9.

3b‐10.

3b‐11.


Cultu

re of C

ommun

ity




2017‐2018 2018‐2019


Goal Area

Objective Strategy

3a‐1.

3a‐2.

3a‐3.

3a‐4.

3a‐5.

3a‐6.

3a‐7

3a‐8.

3a‐9.

3a‐10.

3a‐11.

3a‐12.

3b.1.

3b‐2.

3b‐3.

3b‐4.

3b‐5.

3b‐6.

3b‐7.

3b‐8.

3b‐9.

3b‐10.

3b‐11.


Cultu

re of C

ommun

ity




2019‐2020



Goal Area


2015‐2016 2016‐2017

4a.1

4a.2

4b.1

4b.2

4b.3

4b.4

4b.5

4b.6

4c.1

4c.2

4c.3

4c.4

4c.5

4d.1

4d.2

4e.1

4e.2

4e.3

Ope

ratio

nal Integ

rity







Goal Area

Objective Strategy

4a.1

4a.2

4b.1

4b.2

4b.3

4b.4

4b.5

4b.6

4c.1

4c.2

4c.3

4c.4

4c.5

4d.1

4d.2

4e.1

4e.2

4e.3

Ope

ratio

nal Integ

rity








2017‐2018 2018‐2019


Goal Area

Objective Strategy

4a.1

4a.2

4b.1

4b.2

4b.3

4b.4

4b.5

4b.6

4c.1

4c.2

4c.3

4c.4

4c.5

4d.1

4d.2

4e.1

4e.2

4e.3

Ope

ratio

nal Integ

rity








2019‐2020


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