MISSION Rockford District 205 Strategic Plan 2015-2020 The mission of Rockford Public Schools is to collaboratively engage all students in a first-class education for a changing world. MOTTO VISION Shaping Tomorrow Today. The vision of Rockford Public Schools is to be the first choice for all families when: It is a driver of prosperity for the region. It is nationally recognized as an exemplar district. All students are college and career ready. All students feel valued and empowered to reach their full potential. All students have advocates or champions. Each individual flourishes intellectually, physically, and emotionally. Our dynamic educational environment cultivates life long learners. Collaboration is the preferred way of working together. All stakeholders are both responsible and accountable for student success. Our communities realize a return on their investments. To achieve our mission and vision, District 205 wants to articulate what will be happening in every classroom across all of our schools within the next five years. Curriculum Assessment Instruction Academic standards have been unpacked and priority learning outcomes have been identified. The curriculum addresses students abilities to collaborate, create, communicate, and think critically and the needs of the whole child. Learning outcomes represent high expectations, rigorous content, and alignment with college and career readiness. The assessment system is clear, comprehensive, purposeful, and balanced. There is high quality, timely, and specific feedback for staff, parents, and students that is focused on growth and improvement. Assessments guide instructional decisionmaking. Students participate in planning next steps in learning (i.e., student goal setting). Instruction is guided by research-based practices that have a positive impact on learning. Teachers incorporate a variety of challenging and engaging activities that encourage student effort and lead to success. Instruction provides opportunities for coteaching, modeling, peer-observation, and both push-in and pull-out instruction from specialists and classroom teachers. Learning outcomes are written in terms of what students will know and be able to do. Learning outcomes are aligned vertically (grade levels) and horizontally (subject areas, courses and disciplines). A set of key indicators and measures to assess all aspects of performance of the district, its schools, its teams, and each employee is identified and used for continuous improvement at all levels. Interventions and enrichments are effective and efficient and are based on differences in students learning styles and rates. The culture and climate of the district and each school encourage reflection, innovation, and responsible risk taking.
Resources Technology Partnerships There is a commitment to continuous improvement, collective responsibility, stakeholder engagement, and goal alignment. There are professional learning communities with expert coaching and dedicated and sufficient time in every school. Comprehensive recruitment, induction, professional development, and retention strategies support the teaching-learning process and assure collaborative work by talented and diverse staff and leaders. Reliable and accessible technology facilitates and inspires learning and creativity. The district continuously explores effective applications of technology to improve student learning. There is full integration of technology into the classroom, coupled with high-quality professional learning for teachers in the creative and innovative use of technology that aligns with the curriculum. Technology provides for alternative models for the delivery of educational services. Partners embrace pubic education as an essential factor in economic development, a diverse and democratic society, and the quality of life. Responsibility for children s readiness to learn and their performance lies with the students, the adults who care for them, and the larger community. Families are active participants in the life of the school, collaborating with staff in decisions that affect children and families and together informing, influencing, and creating policies, practices, and programs. There are viable compensation programs based on comprehensive performance evaluation systems. Resources are allocated to continuously maintain facilities that ensure equitable, effective, and efficient delivery of instruction to all students regardless of where they live. Resources are allocated to ensure customer-driven operations that provide timely and effective support to staff Every learner has universal access to technological learning tools. Families and staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community service, and civic participation. Partners ensure safety, order, and respect as necessary conditions for teaching and learning and mitigate those problems that arise in a child s life outside school to make the time in school productive. To guide our behaviors and actions District 205 states its core values and commitments. We will hold one another accountable for these values and commitments as we strive to achieve our mission and vision. VALUE Every student can and will achieve at a high level. Every student and staff member has the right to learn and work in a safe and secure environment. COMMITMENT We will meet students at their level and ensure that they have opportunities to reach their highest potential. We will ensure a safe and secure learning and working environment. Families, caregivers, community, business and higher education are active partners for increasing student achievement. Every staff member must be held accountable for the education of our students. When students take responsibility for their own learning, their results have a greater chance of improving. One of our greatest assets is our staff. We will open two-way communication with our partners and ensure that their engagement is purposeful, meaningful, and timely. We will develop individual/team/department/ school and district goals and action plans and be both responsible and accountable for monitoring and reporting results. We will enable students to take responsibility for their own learning by setting learning goals and monitoring and tracking their progress and achievement. We will celebrate the work and accomplishments of our staff.
Staff members must have high expectations for themselves and others. The development of our human resources is essential and will allow every staff member to model excellence. Instructional planning must be data-driven. Public education is essential to a vibrant community. Diversity strengthens and enriches the community. Property owners and business provide valuable resources that lead to a high quality education system. We are stewards of the taxpayers money. Systems must change to grow and improve. We will commit to professionalism, mutual respect, positive mindset, and promotion of a collaborative environment. We will effectively recruit, on-board, mentor, develop, evaluate, and retain employees who comprise a high-quality and diverse workforce. We will use valid data and information to guide decision-making, plan interventions, and promote enrichment/acceleration. We will hold high expectations for student achievement and character, and will guide students to make responsible choices for their lives and learning. We will create a culture where all students, regardless of cultural and linguistic differences and intellectual, social, physical, and emotional needs, are welcomed and supported. We will utilize our resources of people, time, and money well to ensure the trust, respect, and satisfaction of our taxpayers. We will always seek to maximize value to the taxpayer in exchange for adequate resources to meet the needs of educating our students. We will challenge the status quo and embrace professional development and continuous improvement strategies that increase effectiveness and results for all students. To measure the effectiveness of District 205, the following long-range goals and indicators have been established. Targets will be set for each indicator within each goal. Achieving our targets will serve as a way to monitor and report our progress. Goal Statement Ensure students are college and career ready. Long-Range Goal One - Achievement Key Indicators Kindergarten Readiness- Age 3-4 Reading at Grade Level by 3 rd Grade Middle School Readiness- Grade 5 High School Readiness- Grade 8 College and Career Readiness- Grades 3-12 Growth toward College and Career Readiness-Grades 3-12 Students meeting growth goals-3-12 Graduation Rate- Grade 12 Grades- Grades 4-12 EPAS (ACT)- Grades 8-9 Closing Achievement Gaps-Grades 3, 5, 8, 11 Advance Placement-Grades 9-12
Dual Credit Courses- Grades 12 Long Range Goal Two - Partnerships: Engage families and the Family Satisfaction Volunteer Hours community as vital partners in the education Attendance Community Satisfaction process. Provide an optimal learning and working environment. Attract, develop, and retain a responsible and accountable workforce. Demonstrate effective and efficient business operations to ensure excellent stewardship of public money. Engagement- Parent Teacher Conference Early Education Enrollment Business Partner Satisfaction Long-Range Goal Three - Culture Student Satisfaction- Grades 6-12 Student Attendance-Grades 1-12 Student Behavior Expectations- Grades 2-12 Student Engagement- Grades K-12 Gifted Program Effectiveness Montessori Program Effectiveness Bilingual Program Effectiveness Facility Cleanliness Maintenance Help Desk Response Building Life Safety/Security Technology Help Desk Response Class Size Guidelines Long Range Goal Four - Quality Staff: Staff Satisfaction Teachers Meeting/Exceeding Growth Goals Leaders Meeting/Exceeding Growth Goals Staff Retention Staff Attendance Staff Professional Learning Long Range Goal Five - Resources State Financial Profile Rating (5 factors) Monthly Budget to Actual Tax Rate Operating Expenditure Per Pupil Instructional Expenditure Per Pupil Bonded Indebtedness Unqualified Audit Opinion To improve our current results, District 205 will focus its efforts on the following six critical strategies. In analysis of our current data and information, the following strategies require our attention. Action plans will be established. Stakeholders will identify what we need to do differently in these strategy areas to get improved results. Progress and results related to
these strategies will be shared with our stakeholders periodically. STRATEGY We will align curriculum and assessments across grade levels and schools to guarantee a rigorous set of learning expectations with assessments for each unit or course that allow students, families/caregivers, and teachers to identify what students know and what they need to know KEY CONCEPTS Common Core or other Standards College and Career Readiness Common Unit Plans Essential Learning Outcomes for each unit of instruction Common Formative and Summative Assessments (pre- and post- unit assessments at the elementary level; course unit, mid-term and final exam assessments at the secondary level) Student Ownership of their Learning Vertical and Horizontal Alignment of Curriculum We will identify, execute, and reflect on instructional best practices to effectively differentiate classroom instruction in student mastery of a rigorous set of learning expectations, and provide more time and support for interventions or enrichments to close achievement gaps. We will ensure that the educational experience includes a strong socialemotional component to be certain students develop positive self-concepts, feel safe and secure, make healthy choices, and develop skills to be productive citizens. We will assist students, teachers, teams/departments, and leaders to set goals and monitor, track, and report their performance in order to continuously improve. We will improve internal relationships through structures and processes that Tier I, Tier II, Tier III supports Use Unit or course assessment data to drive instructional decision-making Specialists (Ell, reading, math, social worker, psychologist, nurse, counselors, etc.) Provide additional time and support for those students who have not learned essential learning outcomes for each unit or course. Provide additional time and support for those students who have mastered essential learning outcomes and need more challenge. Flexible grouping Co-Teaching; push-in collaboration, researchedbased interventions, advanced placement, dual credit, etc. Problem solving team Entrance and exit learning outcomes for all interventions Student behaviors Student engagement Student attendance Guidance and counseling Social Emotional Curriculum Increasing low income student and family population Gaps in reading and math for ethnic groups Gaps in reading and math for English Language Learners Gaps in reading and math for low-income students Equity among schools and communities Sustaining and celebrating pride in our diversity Service to internal customers such as teachers, staff and students
optimize two-way communication and utilize collaboration in making decisions and solving problems. We will improve external relationships that enhance the district s image and develop structures and processes that optimize two-way communication and utilize collaboration to engage parents, community and other external partners in the teaching and learning process. We will monitor and report performance from the classroom to the boardroom using key data indicators and measures that promote a culture of inquiry and reflection. We will explore, deploy, and support technology that is integrated into our academic and operations systems to create a high-quality and innovative teaching, learning, and working environment. Stable, responsive and shared district and school leadership PLCs Recognition of pubic education as an essential factor in economic development, a diverse and democratic society, and the quality of life Families and caregivers as active participants in the life of the school Expanded learning opportunities, community service, and civic participation for students Mitigation of problems that arise in a child s life outside school Transparency Data Culture and Dialogue Data Driven Instruction Continuous Improvement Student Ownership of their Learning Valid and Reliable Assessments Universal access Innovation Professional Learning Student Ownership of their Learning Valid and Reliable Assessments