2019-2020WINTER IMPROVEMENT CYCLE

The Belvidere Community Unit School District #100 underwent a community-wide strategic planning process during the 2016-2017 school year. That process identified 5 Pillars that would move the district toward its stated mission to Empower all Learners to Achieve Personal Excellence, and an overarching goal for each of those pillars.

This report provides a summary of the work that is currently happening in the school district in regards to those goals, and is updated three times annually in the fall, winter, and spring.

This report is divided into three sections:

1) Goals: An executive summary of strategies utilized in the most recent improvement cycle;2) Key Indicators: High level data points that are monitored and benchmarked;3) Strategy Highlights: A rationale for selected recent strategies that are discussed in greater length at the board

meeting where the improvement cycle is publicly reported.

Respectfully submitted,

Dr. Woestman, Superintendent2

Introduction

DISTRICT 100 PILLARS & GOAL STATEMENTSSTUDENTS PEOPLE COMMUNITY QUALITY RESOURCES

We will provide a quality education for all students to

ensure career, civic, and college

success.

We will ensure trust, effective collaboration,

innovation, and engagement to

foster a professional work

environment.

We will ensureexcellent service to our students,

their families, and our community.

We will use effective

practices to ensure the

highest quality education for our

students.

We will ensure excellent

stewardship of community resources to achieve our

district’s mission, vision, and goals.

Annually we have three improvement cycles: fall, winter, and spring.

19 - 20GOALSPILLAR 1:STUDENTS

Student Achievement

This text identifies the specific target set for our district to achieve during the current school year; the goal does not change throughout the year.

This section explains the work our school district is doing to move us toward achieving the goal identified These statements are updated each cycle..

Career Endorsement

This text identifies the specific target set for our district to achieve during the current school year; the goal does not change throughout the year.

This section explains the work our school district is doing to move us toward achieving the goal identified These statements are updated each cycle..

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pillar identified in the strategic plan

A “stoplight” for each target lets you know if we’re:

Complete or on track Needs adjustments

Off track. needs attention.

Each pillar has at least one measurable target for the year.

Each target is addressed through multiple strategies that we develop, implement, study, and then improve throughout the year.

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This page is provided to help you understand how this report is structured and what information it provides.

EXAMPLE

19 - 20GOALSPILLAR 1:STUDENTS

Student Achievement

We will achieve expected growth in ECRISS at all schools and in all grade levels

Each school has access to the portals that contain the data for each assessment. The first round of data for this school year is based on October PSAT and December MAP test scores. Teams are able to analyze and discuss student growth on these assessments.

Proficiency Based Grading continues in our elementary schools, expanded to all middle school classrooms, and is being piloted in several high school courses.

Career Endorsement

100% of 9th and 10th grade students will be on track to earn a career endorsement.

Career guides were distributed to all freshman as part of the course registration process in which students will indicate their endorsement selection. Five new pathway courses offering early college credit added.

A spring implementation plan is being developed to use Transeo to track the district 'Career Readiness Indicators',

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Student Emotional Health

Set a benchmark for student social emotional health using Panorama.

Third through eleventh grade students participated in the Student SEL Survey in October. Students will participate again at the end of February. We did reach the target of 90% participation rate in order to develop a baseline of data for this year.

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19-20GOALSPILLAR 2 & 3:PEOPLECOMMUNITY

Employee Engagement

We will improve our Employee Engagement score from 4.17 to 4.22 using the fall survey.

We did not achieve our growth goal for Employee Engagement this year. We were able to achieve our Great Place to Work certification for the third straight year.

District Support Services

We will maintain District Support Services score above 4.30 using the Spring Score.

Our formative survey in the fall showed areas of growth were in communication from central office efforts to the schools as well as timeliness for some of the service departments. We are working to improve our 24-hour timeline for turnaround with communication.

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Parent Satisfaction

We will increase parent satisfaction from 3.85 to 3.95 using a spring score

Many schools are implementing school-specific communication plans to celebrate.

The district subscribed to a newsletter service to supplement newsletters and social media with parent tips and advice.

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19-20GOALSPILLAR 4:QUALITY

Substitute Placement Rates

We will maintain substitute placement rate above 90% each quarter.

Despite significantly higher jobs being filled this year and the district hitting its 90% substitute placement rate during the 1st quarter, we did not hit 90% fill rate for 2nd quarter. We improved from We have increased retiree sub pay and added 2 "floating" substitute teachers to hopefully improve the fill rate numbers 3rd quarter.

Work Order Times

We will maintain an 80th percentile in work order completion each quarter.

We continue to rank in the top 20% nationally for work order completion times. For the most recent quarter, work orders completed in 7 days or less was 80%. Districts in the top 20% nationwide were completing at least 76% of work orders in that same time frame.

High Reliability Schools

We will achieve 4 additional High Reliability Schools certifications.

School teams are participating in Internal Reviews in preparation for their HRS Certification visits. Seven schools will pursue certifications in HRS this year.

Certifications are scheduled to take place at CES (Level II) in February, LES and SMS (Level IV) in March, and at BHS, CMS, SWES (Level III) and BNHS, (Level II) in April.

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19-20GOALSPILLAR 5:RESOURCES

Program Construction & Evaluation

We will continue Program Construction & Evaluation

No new projects have been identified for the current year. Time has limited our ability to include new programs. We are continuing to evaluate the programs from previous years. We have recognized how difficult this process is and are looking at outside resources to help us accomplish our goals.

School Boundaries

We will increase the number of students projected to attend their home school between 2022 - 2028

We revised the updated demographic projections to reflect how we currently use the buildings versus simply looking at residency in a particular boundary. Based on building usage and after consulting with the principals regarding the updated projections, all felt comfortable keeping the current boundaries. We will continue to monitor building occupancy after registration for the 20-21 school year. 8

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Bond Rating

We will achieve ann Aa3 bond rating.

We continue to have strong financial data that supports a continued strong bond rating.

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KEYINDICATORS_________PILLAR 1: STUDENTS

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pillar identified in the strategic plan

Key indicators are monitored over time.

Past data shows how we have historically measured.

Updated data is presented when available after each

improvement cycle: fall, winter, and spring.

Benchmark shows how we measure against others or a standard.

Calculation is presented as deviation from annual 1 year of growth of students on district and state administered assessments as reported by ECRISS data services. Benchmark is presented as statistical 1 year growth ranges as provided by ECRISS data services.

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KEYINDICATORS_________PILLAR 1:STUDENTS

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Calculation is presented as % of high school students enrolled in a college course while in high school. Benchmark is presented as average of all high schools in Illinois.

Calculation is presented as % of high school students who graduate in 4 years or less.Benchmark is presented as average of all high schools graduation rates in Illinois.

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KEYINDICATORS_________PILLAR 1:STUDENTS

Calculation is presented as % of high school students enrolled in a college within 12 months after graduation.Benchmark is presented as average of all high school college enrollment rates in Illinois.

Calculation is presented as % of scores within given national quartile bands for similar-grade schools.

KEYINDICATORS_________PILLAR 2:PEOPLE

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Calculations are presented as 1-5 from a scored survey administered to all employees and reported by Studer Education. Benchmark is presented as average district score across Studer Education partners, as reported by Studer Education.

KEYINDICATORS_________PILLAR 3: COMMUNITY

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Calculation is presented as 1-5 from a scored survey administered to all employees and reported by Studer Education.Benchmark is presented as average district score across Studer Education partners, as reported by Studer Education.

Calculation is presented as the number of raw opens by parents who are sent a monthly electronic newsletter.Benchmark is presented as the number of raw opens needed from our parent email database calculated to achieve the 22.23% national open rate for 2017 in the Education Primary/Secondary sector as published by Constant Contact.

KEYINDICATORS_________PILLAR 4: QUALITY

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Calculation is presented as the percentage of classrooms filled by a substitute teacher and not filled internally by a teacher. as reported by Frontline Education, our absence management system. Benchmark is taken from the Council for Great City Schools 2015 Benchmarking Report. Year over year shows a comparable score from the same point in time in the prior year.

Calculation is presented as the percentile completion rate

Benchmark is presented as the national 50th percentile of work order completion rates as reported by our work order management system.

Financial Profile Rating

2016 2017 2018

KEYINDICATORS_________PILLAR 5: RESOURCES

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Benchmark: State Breakdown

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Implement Proficiency-Based Grading in Middle Schools.

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Strategy Highlight #1 MS PROFICIENCY BASED GRADING- STUDENT PILLAR

A key strategy in our strategic plan is to transition to a student-centered learning environment in order to improve student achievement. A key component of a student-centered learning environment is that it is competency or proficiency-based in order to make learning outcomes clear and to provide students and their parents specific feedback about a student’s growth. This design promotes students developing all of the prioritized skills, knowledge, and dispositions identified through our state standards and to avoid the pitfall of averaging scores across outcomes.

Belvidere’s elementary schools made the transition to a proficiency based system in the 18 - 19 school year, middle school transitioned this year, and we are preparing for high school to make its full transition in the 2021 - 2022 school year. To support each school-level’s transition, ongoing work is focused on improving scales, preparing tracking and reporting systems, professional development, and communication plans and tools.

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Increase Spanish language resources in front lobbies and for translation and interpretation.

Strategy Highlight #2LANGUAGE RESOURCES - COMMUNITY PILLAR

Dr. Woestman and the Bilingual director went to the schools to see what school information was available in English and Spanish. School teams are expected to update their signs and any school-wide forms and communications to be in both languages by January 2020. A stipend was given to schools to pay someone to help translate some of the forms. Dr. Woestman also looked for decals to put on the doors that are in both languages.The district purchased the services of GG Translation and Interpretation Services to translate district documents and to provide Interpreting services during IEP meetings. Many communication letters have been translated to Spanish. We continue to work with them to translate more of our district letters and forms. We have had over 115 requests for an interpreter for IEP meeting and only six were not able to be covered.

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Refurnish classrooms with flexible furniture to support personalized learning.

Strategy Highlight #3FLEXIBLE FURNITURE- STUDENT & RESOURCES PILLARS

One of our strategies to support personalized learning is to create flexible furniture groupings in class rooms and common area spaces. This voluntary program supports many of our teachers desire to create a positive, flexible and collaborative learning environment for their students.

The high school libraries received a furniture makeover during the summer of 2019 to support the move to personalized learning and blended class offerings. In addition to the library work, we have outfitted approximately 120 classrooms (at all levels) with new furniture options. Another 50-60 classrooms are slated to be outfitted for the 20-21 school year. Based on feedback received this past year, we plan to modify the furniture selection process slightly this year. We will be setting up several “showroom” classrooms and give staff additional flexibility in the selection of furniture groupings.

Please visit www.district100.com/district/strat-plan for more information.