School District 308

Strategic 2020 Plan

October, 2014

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 1

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 2

School District 308 Strategic Planning Taskforce Document Oct. 2014

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School District 308 Strategic 2020 Plan

Mission Our Core Purpose Core Values Drivers of Our Words and Actions

In partnership with our families and communities,

To Respect We honor differences and similarities in words and action

District 308 will educate all students

To Engage We actively participate in work and opportunities to learn

to reach their highest potential

World Class Schools in Caring Communities

To Excel We hold high expectations for all, accountable for our

commitments and results, and persevere through challenges

To Improve We continually challenge self and others to grow

Vision 2020 What We Commit to Create Key District Strategies Focus of Resources and Improvement

Students with the knowledge and skills for career, college

and life success through rich experiences and global
perspectives

A.

Implement a system of high quality and consistent

academic programming; student services and activities to
all students

Academic programs, student services, extra-curricular and

community service opportunities personalized to support
the development of the whole student

B.

Improve instruction, student engagement and ownership

of learning with flexible, robust instructional strategies
and technology integration

Highly qualified and engaged employees 

place 

C.

Community acceptance of, and engagement in, District 308

mission, values and goals

Aggressively recruit, develop and retain high quality

employees reflecting the needs and diversity of our
student population

Reciprocal partnerships with business, government & non-

profit organizations at local, national, and global levels

D.

Increase family and community connections to District

308 through communications, engagement,
programming, services, and facilities

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 4

School District 308 Theory of Action

If we believe all students can and will learn at high levels,

and

If we have and communicate high expectations for learning, life skills and core values,

and

If we have a caring and competent teacher in each classroom,

and

If we assure high quality, consistent academic programming, activities, and student services for all students in all schools, and
If we continuously improve instruction, student engagement and ownership of learning through the PLC process,

and

If we provide both school based and district level instructional coaches,

and

If we provide access to distance and community-based learning for students, staff, and families through technology and
collaborative partnerships,











and
If we increase recruitment and development of high quality professional employees reflecting the diversity of our student
population,













and
If we increase family connections to District 308 schools through programming, communications, and engagement,

Then in partnership with our families and communities, District 308 will educate all students to reach their highest potential

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 5

District and School VisionCards









School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 6

School District 308

Mission Delivery Point (MDP) VisionCard

Measure

M1

Reading: On
pathway to ACT 24
for Career and
College Readiness

M2

Mathematics: On
pathway to ACT 24
for Career and
College Readiness

M3

Equity in Reading
Learning

M4

Equity in
Mathematics
Learning

M5

Grades 9 12
Graduation Credit
Attainment

Wt
%

40 %

30 %

10 %

10 %

10 %

Level

Level 01
Intervene

Level 02
High Concern

Level 03
Minimally Acceptable

Level 04
Progressing

DEMH

Less than 30 % of
students are on a
pathway to ACT 24 or
higher at every Grade
Level

30 - 39 % of students are
on a pathway to ACT 24
or higher at every Grade
Level

40 - 49 % of students are
on a pathway to ACT 24
or higher at every Grade
Level

50 - 60 % of students are
on a pathway to ACT 24
or higher at every Grade
Level

Greater than 60 % of
students are on a
pathway to ACT 24 or
higher at every Grade
Level

DEMH

Less than 30 % of
students are on a
pathway to ACT 24 or
higher at every Grade
Level

30 - 39 % of students are
on a pathway to ACT 24
or higher at every Grade
Level

40 - 49 % of students are
on a pathway to ACT 24
or higher at every Grade
Level

50 - 60 % of students are
on a pathway to ACT 24
or higher at every Grade
Level

Greater than 60 % of
students are on a
pathway to ACT 24 or
higher at every Grade
Level

DEMH

Greater than 25 %
difference in Reading ACT
24 Pathway achievement
at every grade level
between all Federal
student groups

21 - 25 % difference in
Reading ACT 24 Pathway
achievement at every
grade level between all
Federal student groups

16 - 20 % difference in
Reading ACT 24 Pathway
achievement at every
grade level between all
Federal student groups

10 - 15 % difference in
Reading ACT 24 Pathway
achievement at every
grade level between all
Federal student groups

Less than 10 % difference

in Reading ACT 24
Pathway achievement at
every grade level
between all Federal
student groups

DEMH

Greater than 25 %
difference in
Mathematics ACT 24
Pathway achievement at
every grade level
between all Federal
student groups

21 - 25 % difference in
Mathematics ACT 24
Pathway achievement at
every grade level
between all Federal
student groups

16 - 20 % difference in
Mathematics ACT 24
Pathway achievement at
every grade level
between all Federal
student groups

10 - 15 % difference in
Mathematics ACT 24
Pathway achievement at
every grade level
between all Federal
student groups

Less than 10 % difference

in Mathematics ACT 24
Pathway achievement at
every grade level
between all Federal
student groups

Less than 80 % of Grade 9

12 students are on-
track to graduation by
credit attainment per
grading period

80 - 84 % of Grade 9 12
students are on-track to
graduation by credit
attainment per grading
period

85 - 89 % of Grade 9 12
students are on-track to
graduation by credit
attainment per grading
period

90 - 95 % of Grade 9 12
students are on-track to
graduation by credit
attainment per grading
period

Greater than 95 % of
Grade 9 12 students are
on-track to graduation by
credit attainment per
grading period

District VisionCard MDP Score

School District 308 Strategic Planning Taskforce Document Oct. 2014

Level 05
Vision

Score

Page 7

School District 308

A1. Implement a system of high quality and consistent academic programming; student services and activities to all students

Measure

Wt %

Level

A1.1

Administrators
satisfaction with
academic
programming

20 %

A1.2

Parent
satisfaction with
academic
programming

20 %

District

A1.3

Staff satisfaction
with academic
programming

10 %

DEMH

A1.4

MTSS Alignment

A1.5

Student
participation in
activities
(i.e. Family event,,
evening events,
autism night
,reading nights
athletics, arts,
extra-curricular,
clubs, community
service projects,
etc. )

A1.6

Equity in student
participation in
activities

20 %

DEMH

DEMH

E
25 %

20 %

M
25 %

H
50 %

10 %

MH

Level 01
Intervene

Less than 50 % of
administrators surveyed
are satisfied to highly
satisfied with the
academic program
Less than 25 % of parents
surveyed are satisfied to
highly satisfied with the
academic program
Less than 50 % of staff
surveyed are satisfied to
highly satisfied with the
academic program
Less than 50 % of students
are achieving outcomes
on Individual Learning
Plans (ILPs) per grading
period
Less than 40 % of Grades
K - 5 students participate
in at least one activity
annually
Less than 40 % of Grades
6 - 8 students participate
in at least one activity
annually
Less than 40 % of Grades
9 12 students
participate in at least one
activity annually
Participation in student
activities are greater than
25 % difference with
overall student
demographics

Level 02
High Concern

Level 03
Minimally Acceptable

Level 04
Progressing

Level 05
Vision

40 - 49% of Grades K - 5
students participate in at
least one activity annually

40 - 49% of Grades 6 - 8
students participate in at
least one activity annually

40 - 49% of Grades 9 12
students participate in at
least one activity annually

60 - 69 % of
administrators
surveyed are satisfied
to highly satisfied with
the academic program
35 - 44 % of parents
surveyed are satisfied
to highly satisfied with
the academic program
60 - 69 % of staff
surveyed are satisfied
to highly satisfied with
the academic program
60 - 69 % of students
are achieving outcomes
on Individual Learning
Plans (ILPs) per grading
period
50 - 59 % of Grades K -
5 students participate
in at least one activity
annually
50 - 59 % of Grades 6 -
8 students participate
in at least one activity
annually
50 - 59 % of Grades 9
12 students participate
in at least one activity
annually

70 - 80 % of
administrators surveyed
are satisfied to highly
satisfied with the
academic program
45 - 55 % of parents
surveyed are satisfied to
highly satisfied with the
academic program
70 - 80 % of staff
surveyed are satisfied to
highly satisfied with the
academic program
70 - 80 % of students
are achieving outcomes
on Individual Learning
Plans (ILPs) per grading
period
60 - 70 % of Grades K - 5
students participate in at
least one activity
annually
60 - 70 % of Grades 6 - 8
students participate in at
least one activity
annually
60 - 70 % of Grades 9
12 students participate
in at least one activity
annually

Greater than 80 % of
administrators surveyed
are satisfied to highly
satisfied with the academic
program
Greater than 55 % of
parents surveyed are
satisfied to highly satisfied
with the academic program
Greater than 80 % of staff
surveyed are satisfied to
highly satisfied with the
academic program
Greater than 80 % of
students are achieving
outcomes on Individual
Learning Plans (ILPs) per
grading period
Greater than 70 % of
Grades K - 5 students
participate in at least one
activity annually
Greater than 70 % of
Grades 6 - 8 students
participate in at least one
activity annually
Greater than 70 % of
Grades 9 12 students
participate in at least one
activity annually

Participation in student
activities are within
21 - 25 % of overall
student demographics

Participation in student
activities are within
16 - 20 % of overall
student demographics

Participation in student
activities are within
10 - 15 % of overall
student demographics

Participation in student
activities are within 10 % of
overall student
demographics

VisionCard A1 Score

50 - 59 % of
administrators surveyed
are satisfied to highly
satisfied with the
academic program
25 - 34 % of parents
surveyed are satisfied to
highly satisfied with the
academic program
50 - 59 % of staff
surveyed are satisfied to
highly satisfied with the
academic program
50 - 59 % of students are
achieving outcomes on
Individual Learning Plans
(ILPs) per grading period

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 8

Score

School District 308

A2. Implement a system of high quality and consistent academic programming; student services and activities to all students

Measure

A2.1

Online Learning

A2.2

Summer
Enrichment

A2.3

Overall Student
Satisfaction

A2.4

Service Learning

A2.5

Community-based
internships

Wt %

30 %

20 %

20 %

20 %

10 %

Level

Level 01
Intervene

Level 02
High Concern

Level 03
Minimally Acceptable

Level 04
Progressing

Level 05
Vision

Score

DEMH

Less than 50 % of
students are engaged in
at least 1 online learning
experience in classrooms
per grading period

50 - 59 % of students are
engaged in at least 1
online learning
experience in classrooms
per grading period

60 - 59 % of students are
engaged in at least 1
online learning
experience in classrooms
per grading period

70 - 80 % of students are
engaged in at least 1
online learning
experience in classrooms
per grading period

Greater than 80 % of
students are engaged in
at least 1 online learning
experience in classrooms
per grading period

DEMH

Less than 20 % of
students are engaged in
at least 1 summer
enrichment experience
annually

20 - 29 % of students are
engaged in at least 1
summer enrichment
experience annually

30 - 39 % of students are
engaged in at least 1
summer enrichment
experience annually

40 - 50 % of students are
engaged in at least 1
summer enrichment
experience annually

Greater than 50 % of
students are engaged in
at least 1 summer
enrichment experience
annually

MH

Less than 65 % of
students surveyed are
satisfied to highly
satisfied with online or
community-based
experiences

65 - 69 % of students
surveyed are satisfied to
highly satisfied with
online or community-
based experiences

70 - 74 % of students
surveyed are satisfied to
highly satisfied with
online or community-
based experiences

75 - 80 % of students
surveyed are satisfied to
highly satisfied with
online or community-
based experiences

Greater than 80 % of
students surveyed are
satisfied to highly
satisfied with online or
community-based
experiences

MH

Less than 50 % of
students are engaged in
at least 1 Service
Learning experience
annually

50 - 59 % of students are
engaged in at least 1
Service Learning
experience annually

60 - 69 % of students are
engaged in at least 1
Service Learning
experience annually

70 - 80 % of students are
engaged in at least 1
Service Learning
experience annually

Greater than 80 % of
students are engaged in
at least 1 Service
Learning experience
annually

MH

Less than 50 % of seniors

have had at least one
community-based
internship

50 - 59 % of seniors have
had at least one
community-based
internship

60 - 69 % of seniors have
had at least one
community-based
internship

70 - 80 % of seniors have
had at least one
community-based
internship

Greater than 80 % of
seniors have had at least
one community-based
internship

VisionCard A2 Score

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 9

B.

B1

School District 308

Improve instruction, student engagement and ownership of learning with flexible, robust instructional strategies and technology integration
Measure

Exemplary
Instruction
As defined in
Danielson Model
Domain 3

Wt %

30 %

10 %

Level

Level 01
Intervene

Level 02
High Concern

Level 03
Minimally Acceptable

Level 04
Progressing

Level 05
Vision

Score

DEMH

Less than 20 % of
teachers are assessed as
distinguished in Domain
3 on the Evaluation
Framework

20 - 29 % of teachers are
assessed as distinguished
in Domain 3 on the
Evaluation Framework

30 - 39 % of teachers are
assessed as
distinguished in Domain
3 on the Evaluation
Framework

40 - 50 % of teachers are
assessed as distinguished
in Domain 3 on the
Evaluation Framework

Greater than 50 % of
teachers are assessed as
distinguished in Domain 3
on the Evaluation
Framework

DEMH

Less than 50 % of
students are appraised
to be in Tier 1
intervention level
supports

50 - 59 % of students are
appraised to be in Tier 1
intervention level
supports

60 - 69 % of students
are appraised to be in
Tier 1 intervention level
supports

70 - 80 % of students are
appraised to be in Tier 1
intervention level
supports

Greater than 80 % of
students are appraised to
be in Tier 1 intervention
level supports

30 - 39 % of staff
surveyed self-report
implementation of
refined professional
practice within 90 days

40 - 49 % of staff
surveyed self-report
implementation of
refined professional
practice within 90 days

50 - 60 % of staff
surveyed self-report
implementation of
refined professional
practice within 90 days

Greater than 60 % of staff

surveyed self-report
implementation of
refined professional
practice within 90 days

B2

MTSS Supports

B3

Implementation of
Professional
Development
Knowledge and
Skills

5 %

DEMH

Less than 30 % of staff

surveyed self-report
implementation of
refined professional
practice within 90 days

B4

PLC Process and

Protocol
Achievement

20 %

DEMH

Less than 50 % of PLC

processes are identified
by staff

50 - 59 % of PLC
processes are identified
by staff

60 - 69 % of PLC
processes are identified
by staff

70 - 80 % of PLC
processes are identified
by staff

Greater than 80 % of PLC

processes are identified
by staff

B5

What percentage
of students are
utilizing an ILP to
lead to college and
career readiness

DEMH

Less than 50 % of
students are utilizing an
individualized learning
plan (ILPs) monitored 3
times per year.

50 - 59 % of students are
utilizing an individualized
learning plan (ILPs)
monitored 3 times per
year.

60 - 69 % of students are
utilizing an
individualized learning
plan (ILPs) monitored 3
times per year.

70 - 80 % of students are
utilizing an individualized
learning plan (ILPs)
monitored 3 times per
year.

Greater than 80 % of
students are utilizing an
individualized learning
plan (ILPs) monitored 3
times per year.

DEMH

Less than 75 % of
students surveyed self-
report as engaged to
actively engaged on
District Engagement
Survey

75 - 84 % of students
surveyed self-report as
engaged to actively
engaged on District
Engagement Survey

85 - 89 % of students
surveyed self-report as
engaged to actively
engaged on District
Engagement Survey

90 - 95 % of students
surveyed self-report as
engaged to actively
engaged on District
Engagement Survey

Greater than 95 % of
students surveyed self-
report as engaged to
actively engaged on
District Engagement
Survey

B6

% of students
actively engaged in
their learning

5 %

20 %

VisionCard B Score

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 10


Domain 3 (Exemplary Instruction Strategies)
3a. Communicating with Students
3b. Using Questioning and Discussion
Techniques
3c. Engaging Students in Learning
3d. Using Assessment in Instruction
3e. Demonstrating Flexibility and
Responsiveness
Note: Danielson Model to assist in assessing Measures B01 and B02
above

Technology (Technology Integration Strategies)

A. Flipped classrooms
B. Powerpoint / Prezi Presentations
C. Social Media and You Tube
D. Webquests and podcasts
E. Online labs
F. Adapted online resources
G. Apps and tutorials

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 11

School District 308

C. Aggressively recruit, develop and retain high quality employees reflecting the needs and diversity of our student population

Measure

Wt %

C1

Employees
reflection of
student race /
ethnicity

10 %

C2

Annual Increase in
minority hires

20 %

Level

Level 01
Intervene

Level 02
High Concern

Level 03
Minimally Acceptable

Level 04
Progressing

Level 05
Vision

Score

DEMH

Greater than 40 %
difference in employee
and student
demographics in
race/ethnicity

40 - 31 % difference in
employee and student
demographics in
race/ethnicity

30 - 21 % difference in
employee and student
demographics in
race/ethnicity

20 - 10 % difference in
employee and student
demographics in
race/ethnicity

Less than 10 % difference

in employee and student
demographics in
race/ethnicity

DEMH

Less than 2 % increase in

minority hires annually
over previous year

Greater than 2 % increase

in minority hires annually
over previous year

Greater than 3 % increase

in minority hires annually
over previous year

Greater than 4 % increase

in minority hires annually
over previous year

Greater than 5 % increase

in minority hires annually
over previous year

20 -29 % of new
employees hired have a
Masters + (or advanced
education
licensure\certification) or
greater than 5 years of
experience in area of hire

30 -39 % of new
employees hired have a
Masters + (or advanced
education
licensure\certification) or
greater than 5 years of
experience in area of hire

40 - 50 % of new
employees hired have a
Masters + (or advanced
education
licensure\certification) or
greater than 5 years of
experience in area of hire

Greater than 50 % of new

employees hired have a
Masters + (or advanced
education
licensure\certification) or
greater than 5 years of
experience in area of hire

C3

New employee
education and
experience

20 %

DEMH

Less than 20 % of new

employees hired have a
Masters + (or advanced
education
licensure\certification) or
greater than 5 years of
experience in area of hire

C4

Retention of
employees based
upon proficiency
standards *

10 %

DEMH

Less than 80 % of
identified employees are
retained annually

80 - 84 % of identified
employees are retained
annually

85 - 89 % of identified
employees are retained
annually

90 - 95 % of identified
employees are retained
annually

Greater than 95 % of
identified employees are
retained annually

DEMH

Less than 75 % of
employees surveyed are
satisfied to highly
satisfied with their
assignment and work

75 79 % of employees
surveyed are satisfied to
highly satisfied with their
assignment and work

80 84 % of employees
surveyed are satisfied to
highly satisfied with their
assignment and work

85 90 % of employees
surveyed are satisfied to
highly satisfied with their
assignment and work

Greater than 90 % of
employees surveyed are
satisfied to highly
satisfied with their
assignment and work

MH

Less than 65 % of
students surveyed are
satisfied to highly
satisfied with teachers

65 69 % of students
surveyed are satisfied to
highly satisfied with
teachers

70 74 % of students
surveyed are satisfied to
highly satisfied with
teachers

75 79 % of students
surveyed are satisfied to
highly satisfied with
teachers

Greater than 80 % of
students surveyed are
satisfied to highly
satisfied with teachers

DEMH

Less than 65 % of parents

surveyed are satisfied to
highly satisfied with
school staff

65 69 % of parents
surveyed are satisfied to
highly satisfied with
school staff

70 75 % of parents
surveyed are satisfied to
highly satisfied with
school staff

75 79 % of parents
surveyed are satisfied to
highly satisfied with
school staff

Greater than 80 % of
parents surveyed are
satisfied to highly
satisfied with school staff

C5

Employee
Satisfaction

C6

Student
Satisfaction

C7

Parent Satisfaction

20 %

10 %

10 %

*Note: Employees leaving outside of administrative control are excluded, i.e. retirement, advancement, termination, extended illness, relocation, etc. VisionCard C Score

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 12

School District 308

D. Increase family and community connections to District 308 through communications, engagement, programming, services, and facilities

Measure

Wt %

D1

Parent / Families
experience of
invitation and
connection to their


20 %

D3

Parents / Families
comfort,
knowledge and
use of
Individualized
Learning Plans
(ILP)

Level

Level 01
Intervene

Level 02
High Concern

Level 03
Minimally Acceptable

Level 04
Progressing

Level 05
Vision

Score

DEMH

Less than 50 % of parents

surveyed feel invited and

school

50 59 % of parents
surveyed feel invited and

school

60 69 % of parents surveyed
feel invited and connected to


70 80 % of parents
surveyed feel invited and

school

Greater than 80 % of parents

surveyed feel invited and

school

20 %

DEMH

Less than 50 % of parents

surveyed are satisfied to
highly satisfied with their

ILP

50 59 % of parents
surveyed are satisfied to
highly satisfied with their

ILP

60 69 % of parents surveyed
are satisfied to highly satisfied
with their interaction with
/>W

70 80 % of parents
surveyed are satisfied to
highly satisfied with their

ILP

Greater than 80 % of parents

surveyed are satisfied to
highly satisfied with their

ILP

D4

Teacher-initiated
communication
with families
regarding student
progress and
needs

20 %

DEMH

Less than 75 % of families

receive teacher initiated
communication per grading
period

75 79 % of families receive
teacher initiated
communication per grading
period

80 84 % of families receive
teacher initiated
communication per grading
period

85 90 % of families receive
teacher initiated
communication per grading
period

Greater than 90 % of families

receive teacher initiated
communication per grading
period

D5

Public knowledge

condition

10 %

50 59 % of public surveyed
respond accurately to
District 308 fiscal statements

60 69 % of public surveyed
respond accurately to District
308 fiscal statements

70 80 % of public surveyed
respond accurately to
District 308 fiscal statements

D6

Public Satisfaction
with District
financial
management

50 59 % of public surveyed
are satisfied to highly
satisfied with District 308
financial management

60 69 % of public surveyed
are satisfied to highly satisfied
with District 308 financial
management

70 80 % of public surveyed
are satisfied to highly
satisfied with District 308
financial management

Greater than 80 % of public

surveyed respond accurately
to District 308 fiscal
statements
Greater than 80 % of public
surveyed are satisfied to
highly satisfied with District
308 financial management

Less than 75 % of students in

District 308 attend 308
schools

75 79 % of students in
District 308 attend 308
schools

80 84 % of students in
District 308 attend 308
schools

85 90 % of students in
District 308 attend 308
schools

Greater than 90 % of
students in District 308
attend 308 schools

DEMH

Less than 20 % of families

attend at least one family
connection 0pportunity
annually

20 29 % of families attend
at least one family
connection 0pportunity
annually

30 39 % of families attend at
least one family connection
0pportunity annually

40 50 % of families attend
at least one family
connection 0pportunity
annually

Greater than 50 % of families

attend at least one family
connection 0pportunity
annually

VisionCard D Score

D7

Student Market
Share

D8

Family
engagement with
connection and
learning
opportunities

10 %

10 %

10 %

Less than 50 % of public

surveyed respond accurately
to District 308 fiscal
statements
Less than 50 % of public
surveyed are satisfied to
highly satisfied with District
308 financial management

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 13

District 3 Year Operational Plan - DRAFT

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 14

School District 308 3 Year Operational Plan

Strategic Direction
A. Implement a system
of high quality and
consistent academic
programming;
student services and
activities to all
students

2014 15 SY
Learning Work
1.
2.
3.
4.
5.
6.
7.

District 308 approach to K-12 blended

& online learning
Science curriculum review
Kindergarten Delivery Models
ELL study
Research Individual Learning Plans
Investigate community based
internships for Secondary students
MTSS Alignment

Implementation Work

1.
2.
3.

ELA and Science Curriculum

Development
Service learning in all secondary
schools
Summer Enrichment

Standard Work
1.
2.
3.
4.

B. Improve instruction,
student engagement
and ownership of
learning with
flexible, robust
instructional
strategies and
technology
integration

Math curriculum
ELA Curriculum Review
K-5 common assessments (Mastery
Connect) in mathematics
Kindergarten Screening

Learning Work
1.
2.

3.

Investigate classroom walkthrough

data collection programs
Instructional strategies for meeting
student needs
Cooperative Learning
SIOP
SEL
Differentiation
Culturally Responsive Teaching
Assessment literacy

Implementation Work
1.
2.

2015 16 SY
Learning Work Initiatives
1.

2.

Re-design of High School Senior year

-online
-service
-Internship - college cred.
-grad requirement
MTSS (RtI) defining framework for
academic & social emotional learning

2016 17 SY
Learning Work Initiatives
1.

Implementation Work Initiatives

1. High School Senior year
-online
-service
-Internship - college credits
-grad requirement
2. MTSS (RtI) framework for academic
& social emotional learning

Implementation Work Initiatives

1.

Dual language

Standard Work
1.
2.

3.

Community based - job embedded

(ICt-minimal participation)
Curriculum review process EC-12
Summer enrichment

Learning Work
1.

Individual Learning Plans

Implementation Work
1.
2.

3.

Culturally responsive teaching nonteaching mentors & volunteers

SIOP
PLC

Standard Work
1.

PLC: Professional Development

knowledge and skills
ISBE KIDS Assessment

School District 308 Strategic Planning Taskforce Document Oct. 2014

Culturally responsive teaching - NT

mentors & volunteers

TBD

Standard Work
1.

Dual language

Learning Work
1.

TBD

Implementation Work
1.

Individual Learning Plans

Standard Work
1.
2.

3.

Culturally responsive teaching - NT

mentors & volunteers
SIOP
PLC

Page 15


Standard Work

Strategic Direction
C. Aggressively recruit,
develop and retain
high quality
employees reflecting
the needs and
diversity of our
student population
D. Increase family and
community
connections to
District 308 through
communications,
engagement,
programming,
services and facilities

1.

0RUHWRWKHFRUH6SHFLDO(GXFDWLRQ

2.
3.
4.

- general education regarding push-in

services in elementary and secondary
schools
Teacher appraisal
Mentoring plan
Mastery Connect for math

2014 15 SY
Learning Work
1.
2.
3.
4.

Educate why do students need a

diverse learning experience
Define high quality standard
Consistent practices for
recruitment/hiring of high quality staff
Develop what the administrative
training is

2015 16 SY
Implementation Work
1.
2.

Actively recruiting to meet the mission

and vision of district
Diversity training for current staff

2016 17 SY
Implementation Work
1.
2.

Actively recruiting to meet the mission

and vision of district
Diversity training for current staff

Implementation Work
1.

Diversity training for current staff

Learning Work
1. District approach to collaborating with
parent/family organizations
2. District shift of student services work to a
framework aligned to American School
Counselor Association (ASCA) model
3. Research shift to individual learning plans
4. District exploration of initial Career
Cruising tool options in elementary grade
levels
Implementation Work
1. Systematic Multi-tiered Systems of
Support (MTSS) framework and strategic
changes that yield improvement in
identified high need areas
2. Parent Education
3. Enhance Career Cruising tools and
implementation with secondary students
Standard Work
1. Communication with families regarding
student progress

Learning Work

Learning Work

Implementation Work

Implementation Work

Standard Work

Standard Work

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 16

Department Improvement Plans











School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 17

School District 308 Teaching and Learning Department 2014-15 SY Improvement Plan
Teaching and Learning Department

Strategic Direction
A. Implement a
system of high
quality and
consistent
academic
programming;
student services
and activities to all
students

District Initiatives
Learning Work
1. District 308 approach to K-12 blended & online
learning
2. Science curriculum review
3. Kindergarten Delivery Models
4. ELL study
5. Research Individual Learning Plans
6. Investigate community based internships for
Secondary students
7. MTSS Alignment
Implementation Work
1. ELA and Science Curriculum Development
2. Service learning in all secondary schools
3. Summer Enrichment
Standard Work
1. Math curriculum
2. ELA Curriculum Review
3. K-5 common assessments (Mastery Connect)
in mathematics
4. Kindergarten Screening

School District 308 Strategic Planning Taskforce Document Oct. 2014

School or Department Projects

Learning Work
1. Online and Blended Learning
x Action research project on effective blended and online
learning platforms to help define Vision and Goals for online
& blended learning in 308.
x Create a district framework for best practices in blended and
online learning ex. create a clear and concise definition of
what this means in District 308.
2. Science Curriculum Review
x Definition of scope and sequence EC-12, unit development
and resource recommendation
x Create common assessments for EC-12
x Resource recommendation
x Professional Development plan for science implementation
x At the secondary level investigate traditional service delivery
models vs. standards integrated models.
3. Kindergarten Delivery Models
x Investigate different Kindergarten instructional frameworks.
x Consider demographic information as we move towards
possible program revisions.
x Make a district recommendation for possible program
revisions.
4. ELL study
x Bring in an outside auditor to do a full EL audit.
x Conduct action research related to world language
programming at the elementary level
5. Research Individual Learning Plans (ILP)
x Research ILP frameworks to determine the most effective
model for District 308
x Develop a training and implementation plan to determine the
year for implementation
x Investigate the link between ,/3VDQGWHDFKHUDSSUDLVDO

Page 18

6. Investigate community based internships for Secondary Students

x Research various internship models
x Recommendations for options and opportunities
x Define implementation timelines
7. MTSS Alignment
x This will relate to the ILP study that will be taking place during the
2014-2015 school year.
Implementation Work
1. ELA Curriculum Development
x On-going development of scope and sequence and unit
development for ELA and Science EC-12
x Research resources to support the delivery of the ELA and Science
curriculum.
x Work collaboratively to create common assessments for ELA and
Science.
x At the secondary level investigate traditional service delivery models
vs. standards integrated models.
2. Service Learning in all Secondary Schools
x Work with student services to define opportunities
x Create a framework for how we will connect with partnerships to
maximize student learning opportunities
x Formalize partnerships and protocols
3. Summer Enrichment Work
x Analyze the data from the 13-14 student survey to determine what
students would like for student enrichment offerings.
x Survey students after the 14 summer school session to determine
satisfaction and recommendations for improvement.
x Create a template for monitoring overall participation and then
participation in particular courses to learn what the students would
want more classes in.
x Create a timeline that allows us to make these determinations
earlier in the year instead of waiting until spring
Standard Work
1. Math curriculum
2. Curriculum Review Process
3. K-5 common assessments (Mastery Connect) in mathematics
4. Kindergarten Screening

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 19

B. Improve
instruction, student
engagement and
ownership of learning
with flexible, robust
instructional
strategies and
technology integration

Learning Work
1. Investigate classroom walkthrough data collection programs
2. Instructional strategies for meeting student needs
Cooperative Learning
SIOP
SEL
Differentiation
Culturally Responsive Teaching
3. Assessment literacy
Implementation Work
1. PLC: Professional Development knowledge and skills
2. ISBE KIDS Assessment
Standard Work
1. 0RUHWRWKHFRUH6SHFLDOEducation - general education
regarding push-in services in elementary and secondary
schools
2. Teacher appraisal
3. Mentoring plan

Learning Work
1. Investigate classroom walkthrough data collection programs
x Research various walkthrough data collection models
x Determine which model District 308 will utilize
x Create a PD plan on how we will educate our administrators and
teachers on why and how this would be implemented
2. Instructional strategies for meeting student needs
x Define our expectations for additional instructional strategies
training based on student needs; what is required and what is
optional
x Cooperative learning: Investigate models
x Sheltered Instruction Observation Protocol (SIOP): Expand the
number of teachers who are attending formalized training
x Determine how we will link the SEL standards with instructional
strategies
x Differentiation: Investigate best practices
x Culturally Responsive Teaching: survey new teachers and mentors
to determine the effectiveness of initial training and research
additional models to potentially train all staff members
3. Assessment Literacy

x
x

Survey our staff to determine their understanding of

assessment literacy
Based on survey data, we need to develop and implement an
assessment literacy PD strand

Implementation Work
1. PLC: Professional Development knowledge and skills

x
x
x
x

All staff members will gain knowledge of PLC processes and

procedures throughout the school year.
Research various models for PLC team time.
The Professional Development Committee will collaborate to
determine the direction that District 308 will take to
implement effective learning teams.
Make a recommendation to the Board once the most
effective model has been determined

2. ISBE KIDS Assessment:

School District 308 Strategic Planning Taskforce Document Oct. 2014

Utilizing the assessment and analyzing the data to drive

instruction.

Page 20

Standard Work
1. 0RUHWRWKHFRUH6SHFLDO(GXFDWLRQ- general education
regarding push-in services in elementary and secondary schools
x Assure that delivery model for co-teaching is the best
instructional model for District 308
x Continued professional development for effective co-teaching
strategies
2. Teacher appraisal
3. Mentoring plan
4. Mastery Connect for math

D. Increase family and Learning Work

1. District approach to collaborating with parent/family
community
organizations
connections to District
2. District shift of student services work to a framework aligned
308 through
to American School Counselor Association (ASCA) model
3. Research shift to individual learning plans
communications,
4. District exploration of initial Career Cruising tool options in
engagement,
elementary grade levels
programming,
Implementation Work
services and facilities
1. Systematic Multi-tiered Systems of Support (MTSS)
2.
3.

framework and strategic changes that yield improvement in

identified high need areas
Parent Education
Enhance Career Cruising tools and implementation with
secondary students

Standard Work
1.

Learning Work
1.
2.

3.
4.

Develop communication channels and leadership focus for both

administrators and parent/family organization leaders
Initiate and support school-by-school needs assessments and
provide initial training on the ASCA national model for secondary
counselors and student services staff, create collaborative teams
and structures to move into implementation work, build a mindset by
school teams that work will culminate in RAMP certification in 20162017
Collaborate with Teaching and Learning leadership to design
pathways for individual learning plan implementation in all grades
Work with elementary administrators to plan a second semester
implementation of Career Cruising pilot/baseline activities with
identified, targeted students

Implementation Work
1.

Communication with families regarding student progress

and needs
2.

3.

Support school-by school MTSS work in the identification of

challenges from student or parent/guardian surveys and data that
lead to implementation of strategic, solution-focused interventions
and programs that yield improvement in related accountability
measures
Parent Education Evenings coordinated by Special Education &
Student Services in high need areas such as: Active Parenting,
How to Support Struggling Learners, Legal and Student Discipline
Issues
Collaborate with each school to identify baseline Career Cruising
student access and use; provide training; set goals to increase
student utilization and measure benefit

Standard Work
1.

0DLQWDLQFXUUHQWOHYHOVRIVWXGHQWVHUYLFHVVWDII-initiated
communication with families regarding student progress and needs

School District 308 Strategic Planning Taskforce Document Oct. 2014

Page 21