North Palos School District #117

Glen Oaks Elementary

Oak Ridge Elementary

Quin School

Conrady Junior High

Dorn Primary Center

Dr. Ken Geraghty Administration Center

Mission Statement “Through a dedicated commitment from students, parents, staff, and the entire community, the mission of the North Palos School District 117 is to create a positive, caring, learning environment, which fosters excellence and active student participation, and to ensure that every student will realize his/her full potential as a socially responsible lifelong learner”

Application for

Lincoln Foundation for Performance Excellence Bronze Award for Achievement of Excellence June 1, 2010 North Palos School District #117 7825 West 103rd Street Palos Hills, Illinois 60465

TABLE OF CONTENTS ORGANIZATIONAL PROFILE…………………………………………………………………… i – v DISTRICT DESCRIPTION……………………………………………………………………… . vi-vii ORGANIZATIONAL CHART……………………………………………………………................ viii GLOSSARY OF TERMS AND ABBREVIATIONS …………………………………………….ix -x APPLICATION REPORT ………………………………………………………………………..1-50

1.0 LEADERSHIP…………………………………………………………………………... 1 1.1 Senior Leadership ……………………………………………………………………… 1 1.2 Governance and Social Responsibilities…………………………………………….. 4 2.0 STRATEGIC PLANNING……………………………………………………………… 7 2.1 Strategy Development …………………………………………………………………. 7 2.2 Strategic Deployment…………………………………………………………………… 11 3.0 CUSTOMER FOCUS……………………………………………………………………13 3.1 Customer Engagement………………………………………………………………… 13 3.2 Voice of the Customer…………………………………………………………………...14 4.0 MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT……………18 4.1 Measurement, Analysis, and Improvement of Organizational Performance …….. 18 4.2 Management of Information, Information Technology, and Knowledge …………..19 5.0 WORKFORCE FOCUS…………………………………………………………………22 5.1 Workforce Engagement ………………………………………………………………...22 5.2 Workforce Environment ………………………………………………………………...27 6.0 PROCESS MANAGEMENT ……………………………………………………………30 6.1 Work Systems…………………………………………………………………………….30 6.2 Work Process……………………………………………………………………………..32 7.0 RESULTS ……………………………………………………………………………….. 34 7.1 Student Learning Outcomes ……………………………………………………………34 7.2 Customer Focused Outcomes ………………………………………………………….40 7.3 Budgetary, Financial, and Market Outcomes …………………………………………43 7.4 Workforce-Focused Outcomes …………………………………………………………44 7.5 Process Effectiveness Outcomes………………………………………………………47 7.6 Leadership Outcomes……………………………………………………………………49

North Palos School District #117

Preface: Organizational Profile P.1 Organizational Description North Palos District 117 is a pre-school through eighth grade public school system, located in the southwestern suburbs of Chicago. The community includes the northern part of Palos Hills, Hickory Hills and southeastern part of Bridgeview. Housing diversity includes affluent single family homes, apartments, subsidized housing, and a trailer court. Student demographics include a 12% mobility rate, 35% Free and Reduced Lunch, and 21% Title III ELL students. The community consists primarily of single homes. Apartments house 25% of our students, while one 906 unit trailer court houses 5%. Enrollment increased this year to 3130 students. The majority tax base is residential property, with 30% commercial or industrial property. There are no large industrial parks or commercial developments. The district has $57million of capitalized assets. P.1a (1) Main Educational Programs, Offerings and Service Delivery System NPD 117 offers many educational services and programs to meet the diverse needs of our students. The district maintains a cycle of continuous improvement, with data based decision making driving instructional and organizational improvement. Processes focus on increasing student achievement, responding to changing demographics, and providing immediate and intensive remediation programs appropriate to developmental need (see attachment A). NPD 117 sustains a clear and consistent focus on student achievement in all areas, but especially on reading and mathematics. Consistent with research on early intervention, Dorn offers literacy instruction in an uninterrupted block of 200 minutes. Reading specialists and LD teachers push into classrooms and pull-out at-risk students. Research based literacy programs include Four Blocks/Building Blocks to Literacy, McMillan McGraw Hill Treasures and Triumphs, Treasure Chest, and Wilson Reading methodologies. Otter Creek Math Facts is used to promote math achievement. District curriculum maps and calendars are aligned with Terra Nova, ISEL or the Illinois Assessment Framework, depending on grade level. Progress monitoring occurs through teacher developed formative Organizational Profile

assessments aligned to the ILS, as well as research based published assessments such as MAP and Pearson Performance Series. Results are analyzed, shared, and instructional focus adjusted. At-risk students are identified and provided intensive and targeted academic support. This continuous improvement planning maintains our focus on the district mission. NPD 117 goes beyond state mandated ISAT assessments for grades 2-8 by administering Terra Nova and ISEL to assess literacy in grades K-2. Based on current research, ability tracking was collapsed, and placement determined from analysis of multiple measures rather than norm-referenced ranking. Instruction for ELL and TBE students is available from native speaking certified teachers whenever possible. Special education is offered through resource models, self-contained and cotaught classrooms. Registration, newsletters and program information is provided to parents in three languages. In all programs, building administrators, Team Leaders and mentors continually observe and provide feedback to teachers to increase effective practices. Teachers provide direct and descriptive feedback to students, encouraging independence, selfassessment and ownership of learning. Proactive academic, social and emotional support is available to all students through the provision of social work and psychological services. School health services are available from the district nurse and building health aides. Positive behavior is promoted through high expectations, PBIS initiatives and progressive discipline. In addition to rigorous academic programs, numerous extracurricular activities are offered. Examples include scholastic clubs and teams, athletics, fine arts, technology, student government, foreign language and nature clubs, communications and diversity tolerance. Summer camps are also offered. Parent participation is an integral part of the educational process at NPD 117, and activities at each building are outlined in Attachment A. P.1.a (2) Organizational Culture NPD 117 core values are aligned with the Malcolm Baldrige and include:

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North Palos School District #117

Visionary Leadership LearningCentered Education Organizational and Personal Learning Managing for Innovation Systems Perspective Management by Fact Focus on Future Public Responsibility and Citizenship Agility Focus on Results and Creating Value

Search for Possibilities Developing Professional Learning Communities Creates a Culture of Continuous Improvement Model and Monitor What is Important Find Ways Around Obstacles Find What is Working Believe that Solutions Exist Be the best for the world Realize that Change is Possible Broaden Your Definition of Winning

We operate within a culture of continuous improvement, steadfast in our desire to become a “beacon of excellence”. NPD 117’s mission and vision embrace a moral and ethical obligation to educate all our students and a deeply held conviction that every student can learn. The vision of NPD 117 is “to become a benchmark school district based on student academic performance, stakeholder satisfaction, and effective and efficient operations”. Our mission statement, “Through a dedicated commitment from students, parents, staff, and the entire community, the mission of the North Palos School District 117 is to create a positive, caring, learning environment, which fosters excellence and active student participation, and to ensure that every student will realize his/her full potential as a socially responsible lifelong learner” is displayed in every building and classroom. Strategic priorities have been developed that align with the district vision, including increasing achievement in reading and mathematics, improving stakeholder satisfaction and increasing fiscal responsibility. Weekly professional learning communities were initiated in 2008 to build Organizational Profile

collective capacity, based on the belief that student achievement relies not on teaching but on student learning. Our PLC’s foster collaboration, commitment to action and a focus on results. Collaboration is evident across the district, including weekly Superintendent Cabinet meetings, monthly SLT and weekly Curriculum meetings. Critical Success Factors Which Guide All Planning Student Academic Performance

Student & Stakeholder

Satisfaction

Effective, Efficient Operations

Pro-active planning for sustainability is evident in the new staff orientation week, as well as Teacher and Principal mentoring programs. Accountability is insured through twice annual evaluations for non-tenured teachers, and every other year for tenured teachers. Principals are evaluated according to standards for excellence in the NAESP book “What Principals Should Know and Be Able to Do.” P.1a(3) Workforce Profile The NPD 117 workforce is a dedicated and committed community of educators who hold the belief that all students can reach high standards. The workforce consists of 228 certified staff, all members of the NPEA collective bargaining unit except administrators and pupil personnel. Seven teachers hold National Board Certification, and fifty-five percent have master’s degrees or higher. Educational support includes 162 noncertified staff, all members of the NEA bargaining agreement. Demographics include Caucasian females (329), and males (50), with (2) male and (3) female African Americans, (5) Hispanic females and (1) Asian or Pacific Islander. The district offers a competitive salary and benefit package, including medical, vision and dental insurance, sick and personal leave days, life insurance, wellness programs, partial tuition reimbursement, and retirement benefits.

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North Palos School District #117 NPD 117’s workforce operates within regulatory requirements of OSHA, Fair Labor Standards Act, American with Disabilities Act and Family and Medical leave acts. Key workforce expectations are defined by the Illinois State Board of Education and the Illinois School Code. P.1a(4) Major Facilities, Technologies and Equipment NPD 117 consists of five schools and one administrative center (see Attachment A). Co-operative agreements service a small number of students with significant behavioral, emotional, or developmental disabilities. NPD 117 focuses not only on developing excellent human capital, but on technology systems for timely data-gathering, analysis and disaggregation. The district houses 629 classroom, lab and cart computers, replaced on a five year cycle. Internet bandwidth is 11Mb/s Ethernet over fiber optics, allowing online hosted services, diverse media and growth. An Ethernet WAN provides internet and other services to all five locations. Wireless internet access is available in sixtysix percent of the district, serviced through 2.4 & 5 GHz radios. Equipment used to support academic instruction include wireless laptop computers, Geo-Meter Sketch pads, Smart Boards, Elmo Document cameras and portable tablets with LCD projectors. A five year technology plan based on survey data guides resource acquisition, and permits varied instructional and assessment practices. It also provides accurate and timely transportation information; financial software, Easy IEP, and reverse 911. Safe and efficient operations are prioritized, including transporting students in a time and cost effective manner. Bus service is provided to 2, 065 students through (24) buses and a fully staffed transportation department. (23) buses use diesel fuel and (1) gasoline. Cafeteria services are contracted through Arbor Management, providing hot meals and free or reduced lunches to 800 - 1000 students daily. The primary cafeteria is at Conrady where all equipment aligns with state and federal regulations. Meals for other schools are transported via the intradistrict delivery system.

Organizational Profile

Responsibilities of the Building and Grounds operations support the district mission and vision, focused on creating a physical environment where learning can take place. Building additions and air conditioning increase instructional space and provide a comfortable learning environment for students and staff. P.1a(5) Regulatory Environment NPD 117 operates under the regulations of the Illinois State Board of Education. Boundaries extend from 107th street south to 87th street north, Harlem Avenue east to Kean Avenue west. ISBE determines content area standards and the Illinois Standards Achievement Test (ISAT) is used to assess progress. Reading and mathematics are assessed in grades three through eight, science in four and seven, and writing in grades three, six and eight. For students with significant disabilities, the Illinois Alternative Assessment is used. Although not required, other assessments in kindergarten through second grade provide formative and summative data. Educational programming for special needs students is based on free and appropriate education in the least restrictive environment, according to mandates of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 and the Illinois School Code. NPD 117 teachers and administrators are properly certified according the State Teacher Certification Board, and comply with federal requirements. Paraprofessionals hold at least an Associate’s degree or pass the Work Keys test. NPD 117 complies with the State of Illinois Safe School Plan mandate by meeting annually with first responders. Other legal and regulatory requirements include the Illinois Education Labor Relations Board, U.S. Department of Education Office of Civil Rights, Americans with Disabilities Act, city and county codes. Environmental regulations include the Occupational Safety and Health Administration (OSHA). Transportation requirements are designated by the National Transportation Safety Board, Illinois Department of Transportation, and the Illinois Secretary of State. Arbor Management complies with Illinois Page iii

North Palos School District #117

Department of Pubic Health, ISBE Nutrition requirements, U.S. Department of Agriculture, and School Food Service Association. To ensure responsible stewardship, accounting policies are in line with GASB, ISBE regulations, and GAAP. Accountability and compliance are maintained through external state and internal district audits in compliance with ASBO standards. P.1b(1) Structure, Governance, and Reporting Relationships NPD 117 is governed by an elected school board serving four year terms with overlapping expiration of insure stability. Monthly meetings set policy, establish direction, provide fiscal responsibility and protect stakeholder interests. The Cabinet consists of the Superintendent, Business Manager, Directors of Curriculum, Special Programs, Technology, ELL, Transportation and Buildings and Grounds. Principals report to the Cabinet, and teachers to principals (see Attachment B). P.1b(2) Student and Stakeholder Groups Stakeholder Key Requirements Students  Positive, safe and orderly environment  Rigorous curriculum  Social responsibility Parents  Quality curriculum  Qualified faculty.  Immediate and intensive intervention  Culturally responsive programming  Frequent communication Staff  Collaborative, respectful, safe work environment  High quality staff development District 230  Prepared students High School  Regular articulation SW Co-op  Communication  Collaboration Community  Citizenship  Property values  Effective and efficient use of tax dollars

Organizational Profile

Key stakeholders and expectations are listed in the chart above, and are reflected in the district goals. P.1b (3) and b (4) Suppliers and Partners NPD 117 relies on partnerships with PTSA, local libraries, SW Cooperative, Moraine Valley College, Illinois Resource Center, National Louis University, Kiwanis and Rotary Clubs for resources and financial support to meet our mission and goals. Fire, police and township offices provide safety and health resources, and the Chamber of Commerce workforce development. SWCASE houses students with low incidence disabilities; IRC and WIDA Consortium provide TBE support. Partners participate on advisory boards, committees, and in strategic planning processes. Volunteers serve as mentors, reading buddies, translators and other classroom or clerical support. Two way communications occur through face-to-face meetings, mail and web communication, telephone and electronic conversation and contractual agreements. P.2 Organizational Situation P.2a(1) Competitive Environment NPD 117 is one of over 4,000 public schools in Illinois. Community private schools are faith based and not considered competitors. P.2a(2) Principal Success Factors Integrated Management System

Strategic Strategic Planning Planning

Faculty Faculty & & Staff Staff Focus Focus

Leadership Leadership Student Student && Stakeholder Stakeholder Focus Focus

School School Results Results Process Process Management Management

Adapted from BEIN Baldrige model.

NPD 117’s success lies in its integrated management system, focused on achieving performance excellence. The seven categories include leadership, student and stakeholder focus, strategic planning, faculty and staff focus and process management.

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North Palos School District #117

The foundation is based on core values, driven by information and data analysis.

Budgetary Concerns

P.2a(3) Comparative and Competitive Data Sources NPD 117 uses the Illinois State Report Card, IIRC and eight other districts to obtain comparison data. Comparison districts chosen based on similar percentages of FRL students, as research indicates SES is a major determining factor in school improvement. Comparison districts for NPD 117 include Ridgeland 122, AlsipHazelgreen126 and La Grange 105 South. At times, NPD 117 benchmarks against other partner schools in D230, as our students compete with them for high school placement.

Technology: Initiation of 21st Century Learning

P.2b Strategic Context Effective delivery of educational systems is of paramount importance to NPD 117. Consistent, timely and systematic actions insure all students receive instruction and support to meet or exceed standards. The following strategic advantages and challenges influence our capacity for the success factors listed previously: Strategic Challenges Leadership: 4 of 5 principals with less than three years of experience Student/Stakeholder focus: Significant increases in enrollment – 25% in past six years – including students with cultural, linguistic, socioeconomic diversity; scarcity of bilingual teachers Significant number of non-tenured teachers Compliance with Illinois State Performance Plan Bindicators 3 and 5 Financial: State Organizational Profile

Strategic Advantages Development of Principal Mentoring Program aligned with IPA standards. Financial ability to hire additional teachers; Initiation of Bilingual Programs; creation of district wide Bilingual Parent Advisory; expanded acquisition methods for hiring bilingual teachers Development of state approved mentoring program; TL positions Initiation of full coteaching model at the junior high; expanded mainstreaming Competitive EAV;

A+ financial recognition; annual financial forecast Benchmarking successful districts for technology integration

P.2c Performance Improvement System

NPD 117 engages in both benchmarking and Deming’s PDSA model of continuous improvement to achieve the district goals. The PDSA model is based on the need to Plan (ahead for change, analyze and predict the results); Do (execute the plan on a small scale); Study (the results); Act (to improve the process). In District 117, we regularly engage in the process, spiraling closer to our goals with each improvement cycle. As a result of this systematic process, Oak Ridge and Conrady earned the ISBE Academic Improvement Award in 2005, Conrady again in 2006, and 2007. In 2006, Conrady was selected as one of only two junior highs in Illinois to participate in the Illinois Learning Standards study conducted by University of Illinois, commissioned by ISBE. A two day site visit centered on curriculum and instructional practice, and strategies for increasing achievement. Conrady was then profiled on the ISBE website as a “Best Practices school” in 2006-2007. In 2009, the quality data review process used for continuous improvement was selected to be included in the American school Board Journal in their compilation of Best Practices for School Improvement. Also in 2009, Oak Ridge, Glen Oaks and Conady all earned the ISBE Academic Excellence Award for sustained high performance over three years.

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North Palos School District #117 Attachment A – District Program Description: Building

Ennrollment

Course of study

General Quin (EC and pre-K)

362

Pre-School for All

General, FA Dorn (Kdg. and Grade 1)

Glen Oaks (Grades 2-5)

Oak Ridge (Grades 2-5)

608

656

535

Full Day Kindergarten (at-risk)

General, FT, FA, Band

General, FT, FA, Band

Screenings Assessments IELS, ILS, ISEL, ACCESS,PreIPT, quarterly reading and math (local) Child Find, EC at-risk, SLP/VH screening ISEL, MAP, TN, W-APT (pilot), ACCESS, quarterly math and reading (local) SL/VH screenings TN, ISAT, MAP (grade 2), ACCESS,WAPT quarterly reading and monthly math (local) SL/VH screenings TN, ISAT, MAP (grade 2), ACCESS,WAPT quarterly reading and monthly math (local)

Special Programs

Parent Involvement

Academic Support

EC, ELL, TBE ( 2 Polish 2 Arabic)

OH, Parent Advisory, PTA, Family Reading night, PTC, T1 Compac, quarterly bilingual meetings

AE,SS, PT, Moraine Student Tutor Program, SLP, AAP, PLC, TL meetings

SE, ELL, TBE(2 Polish, 2 Arabic), T1, EC – (4 y/o)

PTA, Kdg. round up, OH, Family Reading night, PTC T1 Compac

ASSETS, SS, Rdg. Specialists, PT, SLP, AAP, PLC, TL meetings

OH, PTA, BPA, Family Reading Night, PTC

ASSETS, SS, Rdg. Specialists, PT, SLP, AAP, PLC, TL meetings

SE, ELL, TBE (2 Arabic, 1 Polish), T1, Rdg. Imp. Grant

SE, ELL,T1

T1 Compac

OH.PTA,BPA, Family Reading night, PTC T1 Compac

ASSETS, SS, Rdg. Specialists, PT, SLP, AAP, PLC, TL meetings

SL/VH screenings

Conrady JH (Grades 6-8)

952

General, H, FA, Band, Spanish, AA

ISAT, SPS, ACCESS, WAPT,quarterly reading, math, science and Social studies (local)

SE, ELL, TBE,T1

OH, BPA, Family Reading night, PTC T1 Compac

SL/VH screenings District Program Description

Math Lab, Math/Reading Enrichment, Rdg. Specialists, Honors Math Lab ASSETS,SS, SLP, AAP, PLC, TL meetings vi

North Palos School District #117 Course of Study: FA – Fine Arts

FT- Fast Track (math grades 4 and 5, writing 3rd)

H – Honors

AA – Accelerated Algebra

Screenings and Assessments: ACCESS - Assessing Comprehension and Communication in English State-to-State IELS – Illinois Early Learning Standards

SPS – Scantron Performance Series

ILS – Illinois Learning Standards

SLP/VH – Speech and Language, Vision and Hearing

ISAT – Illinois Standards Achievement Test

TN – Terra Nova

ISEL – Illinois Snapshot of Early Learning

W-APT – WIDA ACCESS Placement Test

Pre-IPT – IDEA Proficiency Test Special Programming: EC – Early Childhood

ELL – English Language Learners

TBE – Transitional Bilingual Education

T1 – Title One Reading

SE – Special Education

Parent Involvement: BPA – Band Parent Association –district wide

OH – Open House

PT – Parent Training Program

PTA – Parent Teacher Association

PTC – Parent Teacher Conference

T1 – Title One Parent Compac

Academic Support: AE – Academic Enrichment

ASSETS – After school tutoring

AAP – Academic Action Plan

PLC – Professional Learning Community

SLP – Speech Language Pathologist

SS- skills-based summer school reading and math

TL meeting – Team Leader/ Curriculum Director meetings

District Program Description

vii

North Palos School District #117 Attachment B –Organizational Chart

ELECTORATE

Board of Education Superintendent Business Manager Transportation Supervisor

Building & Grounds Supervisor

Special Programs Director

Curriculum Director Communications Director

ELL Director

Tech Director

Building Principals

Asst. Principal

Teachers/Dean

Bus Drivers & Mechanic ESP Revised:

Custodial & Maintenance ESP

Sept. 8, 2009

ESL/ Bilingual Cert. Staff

Team Leaders

Technology Instructional Team

Business Superintendent Network Office Curriculum ’s Office Specialist Personnel ESP/ ESP ESP Internal & Contracted Svc. Internal/Contracted Services include warehouse, delivery, reception personnel, contracted

Psych & Social Worker

PPS ESP

ESL/ Binlingual ESP

consultants, cleaning services, food services.

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North Palos School District #117

GLOSSARY OF TERMS AND ABBREVIATIONS AA

Accelerated Algebra

FTE

Full Time Employment (staffing)

AASA

American Association of School Administrators

GASB

Governmental Accounting Standards Board

AAP

Academic Action Plan GAAP

ACCESS

Assessing Comprehension and Communication in English State-to-State

U.S. Generally Accepted Accounting Principles

H

Honors

AE

Academic Enrichment

IASBO

Illinois Association of School Business Officials

AED

Automated External Defibrillator IELS

Illinois Early Learning Standards

ARRA

American Recovery and Reinvestment Act

IEP

Individualized Education Plan

ILS

Illinois Learning Standards

IPA

Illinois Principal’s Association

IIRC

Illinois Interactive Report Card

IRC

Illinois Resource Center

ISAT

Illinois Standards Achievement Test

ASBO

Association of School Business Officials

ASSETS

After school tutoring

BOE

Board of Education

BPA

Band Parent Association

CPR

Cardio Pulmonary Resuscitation

EAV

Equalized Assessed Valuation

ISBE

Illinois State Board of Education

EC

Early Childhood

ISEL LD

Illinois Snapshot of Early Learning Learning Disability

EEOC

Equal Employment Opportunity Commissions

LT

Long Term

ELL

English Language Learners

MAP

Measure of Academic Progress

ESDA

Emergency Service Disaster Agency

NAESP

National Association of Elementary School Principals

NCLB

No Child Left Behind

ESL

English as a Second Language NEA

National Education Association

FA

Fine Arts NPEA

FOIA

Freedom of Information Act

North Palos Education Association

FRL

Free and Reduced Lunch

NPD 117

North Palos District #117

FT

Fast Track (math grades 4 and 5, writing 3rd)

OH

Open House

Glossary of Terms and Abbreviations

ix

North Palos School District #117

OSHA

Occupational Safety and Health Administration

SLT

Senior Leadership Team

Pre-IPT

IDEA Proficiency Test

SMART

Strategic, Measureable, Actionable, Results oriented, Timely

PBIS

Positive Behavior Intervention and Supports

SPS

Scantron Performance Series

PDSA

Plan, Do, Study, Act

SS

Skills-based summer school reading and math

PLC

Professional Learning Community

ST

Short Term

SWCASE

Southwest Cooperative Association for Special Education

PMA

Performance Management Associates

Pre-K

Pre-Kindergarten

PTA

Parent Teacher Association

TEAM

Teacher Education and Articulation Meeting

PTSA

T1

Title One Reading

PTC

Parent Teacher Student Association Parent Teacher Conference

TBE

Transitional Bilingual Education

PT

Parent Training Program TIC

ROE

Regional Office of Education

Technology Instruction Coordinator

SCOPE

South Cooperative Organization for Public Education

TL

Team Leader

TN

Terra Nova

SE

Special Education VH

Vision and Hearing

SES

Socioeconomic Status W-APT

WIDA ACCESS Proficiency Test

SIS

Student Information Systems WIDA

SL

Speech and Language

World Class Instructional Design and Assessment

SLP

Speech Language Pathologist

Glossary of Terms and Abbreviations

x

North Palos School District #117

1.0 Leadership 1.1 Senior Leadership 1.1a (1) Mission, Values and Goals Senior Leadership in NPD117 consists of a seven member Board of Education, the Superintendent’s Cabinet and Senior Leadership Team. The Board of Education consists of seven members elected by the community to serve overlapping two year terms. The Cabinet consists of the Superintendent, Business Manager, and Directors of Curriculum, Special Programs, Technology, ELL, Communication, Transportation and Buildings and Grounds. Principals report to the Cabinet, and teachers to principals (see Attachment B). The school board and superintendent established a stakeholder driven mission and vision, based on collaboratively established core values and goals that focus on instructional improvement, stakeholder satisfaction and effective and efficient operations. The strategic direction was future-oriented, moving beyond intention toward action, focused on creating an environment that fosters organizational learning and stability, innovation and agility. Strategic priorities have been developed that align with the district vision and include:  increasing student achievement in reading and mathematics 

Increasing stakeholder satisfaction



Efficiency and effectiveness of operations Critical Success Factors Which Guide All Planning Student Academic Performance

Student & Stakeholder Satisfaction

Effective, Efficient Operations

High-quality research informed decision-making to create a system wide approach to improve student learning and achievement. The BOE and SLT created a framework of support, set outcome goals, created district wide curricula and put forward a set of strategies to support 1.0 Leadership

better instruction. Stakeholder satisfaction was emphasized by setting directions, values and expectations that balanced the needs of all stakeholders, and fiscal responsibility insured through development of a five year financial forecast based on the resources and needs necessary to achieve the district vision. The BOE and SLT deploy the vision through policies and priorities, including higher salaries for teachers, professional development, mentoring programs, and system wide reforms such as the quarterly data review process. Their leadership and commitment provides the foundation for a system that increases accountability, data-based decision making and supports all instructional aspects of the organization. Policies, structures and human resources are translated into forces that guide organizational improvement. Core values are the cornerstone of all programmatic decisions, allocation of human and financial resources, and establishment of monitored, measurable goals. This process has created a learning community that includes professional collaboration and active engagement of the NPD 117 community. Senior leaders take action, monitor progress and anticipate challenges that potentially affect the district’s future, the education of students and what needs to be in place to address these and long-term stability. A key component of guiding and sustaining this process includes designing and deploying systems to insure that existing practices are effective, that schools are provided effective human resources, and that those who are best positioned to lead are in the right place and engaged in roles they are best positioned to play. In NPD 117, the data driven, systematic accountability process is shared throughout the organization to establish a clear focus for all services. If necessary, programs and services are adjusted to maintain organizational focus (Figure 1.1-1). The mission, vision and values are deployed throughout the district by a series of two-way communication mechanisms, including BOE meetings, surveys, district publications, PTSA meetings, SLT meetings, PLC’s, district and building level quarterly data reviews, formal and informal staff meeting and committees. New teacher orientation week, teacher mentoring programs, departmental action plans, teacher handbooks, administrator and teacher evaluations, and budgetary processes are other deployment mechanisms. Personal actions of district leaders reflect a commitment to the values by creating a student-focused, learning Page 1

North Palos School District #117

oriented climate, setting high expectations and communicating clear and visible values.

Leadership Focus… Leadership Team

Strategic

Accountability

Translates

Stakeholder Requirements

Policy

Goals

Results

Effective School Research

Administrative

Operational Things that are done to accomplish Goals

Figure 1-1 Through weekly Cabinet and monthly SLT meetings, action plans are aligned with the district vision and mission. Building leadership teams monitor deployment and demonstrate commitment through PLC meetings, staff meetings and regular communication with students, staff and stakeholders. A continuous improvement model is used throughout to develop systems and processes to support the district goals. 1.1 a (2) All Senior Leaders in NPD 117 maintain high ethical standards and display exemplary professional conduct. Commitment to high standards of conduct was formalized through creation of the NPD employee handbook, and is modeled throughout daily interactions. NPD 117 administrators subscribe to the AASA code of ethics, providing high expectations and equal educational opportunities for every child regardless of ability demographics, or length of time in district. Each student is considered a primary stakeholder, prioritized in all decisions. All administrators rely on research based practices to drive improvement, and deploy these throughout the district to increase achievement and provide equitable educational opportunity. NPD 117 supports the social and emotional development of students through integration of PBIS standards. SLT and staff promote high standards by behaving in accordance with this commonly defined ethical code of conduct.

1.0 Leadership

All local, state and national laws are followed, as well as BOE policies and procedures. Regular internal and external audits insure compliance with statute and established procedures 1.1a (3) Pursuit and sustainability of organizational excellence requires a strong focus on the future and a willingness to make long term commitments to key stakeholders. Sustaining a mission oriented assessment system focused on improving learning is key to anticipating educational requirements and the needs of student and stakeholder expectations. Building a highly qualified and sustainable SLT is central to actualizing the vision, as is daily work to nurture and build leadership capacity.. SLT members promote shared decision making and consensus building through communication with the workforce, key suppliers and partners, students and stakeholders in order to set strategic priorities, demonstrate sensitivity to changing and emerging organizational needs, and deploy factors that drive student learning. Organizational agility and performance improvement is fostered through core values, annual revision of the financial forecast, ad hoc committees and application of the PDSA continuous improvement cycle to effect change. Regular monitoring of annual targets for academic achievement, effective and efficient operations and stakeholder satisfaction also insure organizational and performance improvement. Recurring cabinet and SLT meetings address the current state of district initiatives, while ad hoc committees address both anticipated and unforeseen circumstances. Meetings center on strengths and vulnerabilities, brainstorming ideas for improvement through discussion and the use of protocols. Within a clearly defined, yet flexible framework, building leaders make decisions based on data and allocate resources according to building need. An example is the redefinition of leadership roles, creating Team Leader positions to allow principals to focus on instructional and organizational improvement. TL’s work regularly with staff to share strategies and information, provide professional development, model lessons and provide general assistance to teachers. This position supports a linkage between the SLT and teachers, aligning core system components. Clear curricular guidance and effective strategies increase positive results. Content area teacher leaders are also encouraged to share their expertise to develop a network of effective instructional practices. Page 2

North Palos School District #117

Organizational innovation is demonstrated by response to organizational needs, as well as anticipation of future challenges. An example is the hiring of an ELL director for our strategic challenge of a burgeoning ELL population, or restructuring reading support programs for struggling readers. The SLT is empowered to create an environment for workforce learning through district staff development, site based management, continuous improvement processes and district mentoring programs. SLT members have frequent access to professional development and are partially reimbursed for continuing formal education. Three members of the SLT are currently pursuing doctoral degrees. Principals, Assistant Principals and TL’s evaluate and improve the effectiveness of their personal leadership and involvement through quarterly reviews and a management review process, maintaining quality performance and alignment with district vision, mission and goals. The goal of NPD 117 succession planning is to build leadership and organizational capacity. Over the past five years, succession planning was restructured to focus on developing capacity at every level, including teachers, principals and district administrators. TL positions are the lowest level leadership positions, and consider teacher leadership, initiative, innovation and effectiveness in teaching. Effective TL’s are given consideration for Principal openings. Succession planning for Cabinet members focuses on knowledge, prior experience and leadership. Superintendent succession planning entails a data based decision by the BOE to search internally, externally or a combination of both. For all positions, the key component of succession planning for NPD 117 is developing leadership capacity at every level. 1.1b (1) Communication and Organizational Performance Any member of the BOE can communicate directly with the Superintendent, their designee. In turn, the Superintendent communicates with the entire BOE through weekly updates that include celebrations, progress reports, and any unanticipated red flags. In addition, the Superintendent’s report during open BOE meetings allows strategic objectives to be highly visible throughout the community. Also, weekly Cabinet meetings facilitate discussion of concerns, goals, and other pertinent matters for which departmental action plans are developed. 1.0 Leadership

The Cabinet also organizes committees such as Institute Day, Safe and Drug Free, Finance, Curriculum and Special Needs. Monthly publications and newsletters keep staff and community members informed on district operational issues. The Superintendent meets regularly with teacher and support personnel union leaders, and with PTA’s and other parent organizations when scheduled. SLT meetings occur monthly, and focus on the design effective educational programs, student learning goals or targets, and improvement of curricula and learning environments. Most meetings are agenda based; however, others focus on leadership training and the district vision. Principals contribute to the agenda and provide weekly updates, thus ensuring two-way communication. Additionally, weekly TL meetings, and monthly Principal, TL occur to review academic progress and develop need-based professional development. The feedback loop closes with building leadership and TL meeting weekly with staff through PLC’s; monthly through staff and department meetings. Additional meetings are held as necessary, ensuring agility in organizational programming. Depending on the developmental age of the child, building principals and the Superintendent meet informally with students through Principal Advisory and Student Council meetings. This process cascades a clear message that all stakeholders are part of the communication process (Figure 1.1-2). Rewards and celebrations of success are fostered, and instructional leadership is distributed across stakeholders. Principals maintain an open door policy to encourage two way communications, and the district mission statement is posted in every classroom to bring the message to the level of the students. Building PBIS committees meet regularly to discuss student behavior, discipline, and improvement of school culture .Institute days, PLC’s and monthly TEAM days provide a formal and structured means of communication. Common plan time provides all staff with the opportunity for open communication. Contact information via phone or email is public, and senior leaders attempt to respond within 24 hours. Recognition efforts occur at the building and district levels through staff meetings, verbal and written communication, institute days, and formal acknowledgement at BOE meetings. Annually, the BOE provides pizza lunches to all staff to recognize hard work, effort and positive results. Page 3

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long term goals, assessment, and criteria for success .Data reviewed includes student demographics, performance compared to state and benchmarked school districts and number of students meeting or exceeding expectations in Reading and Mathematics. Fiscal accountability is reviewed through monthly public reports on our website; safety and facility issues are addressed at Cabinet meetings. Legal compliance is discussed as needed. 1.2 Governance and Societal Responsibilities

Figure 1.1- 2 1.1b (2) In order to provide a focus on action and improve performance, NPD 117 has moved from a focus on: Compliance to Performance Schools as to District level unit of activities improvement Events to Continual Improvement Strategies Paper review to Site Visits Pass/Fail to Continuous progress Little public to Public reporting Reporting Little or few to Consequences consequences Focus on Focus on Inputs Results Strategic themes call for movement beyond good intentions to actions, through deployment of departmental action plans aligned to the mission, values and goals. These themes are reviewed quarterly at data review meetings where action plans are developed with short and 1.0 Leadership

1.2 a. (1) Organizational Governance NPD 117 subscribes to and attempts to exceed the highest standards of governance, regulatory compliance, fiscal responsibility, transparency and accountability. The School Code of Illinois, along with federal, state and local laws is the primary determinant of the governance system. The BOE holds primary responsibility for policy determination, and the Superintendent is charged with implementation. In May, 2008 the BOE contracted with the Illinois Association of School Boards to update board policies to comply with recent changes in the School Code and regulatory bodies. Student achievement data, budgetary information, policy adherence, audit reports and stakeholder satisfaction data is reviewed in weekly BOE updates and monthly public board meetings. SLT accountability is monitored by the BOE, ROE and ISBE, all stakeholder groups throughout the community. Fiscal responsibility is monitored through a system of very strong internal controls, with the main requirement of having more than one person completing financial tasks. The Business Manager reviews all financial transactions that take place on a daily, monthly and annual basis. Additional accountability and transparency is created through the use of a systematic, statistical five year forecast developed in 2004, in conjunction with PMA consultants. The forecast is updated annually to accommodate new information or provide timely information for board processes. Financial accountability is also maintained through a series of annual financial audits, compilation of the Annual Financial Report, maintenance of an exemplary bond rating and earning ISBE State Recognition. Transparency in operations is maintained through open-door policies of SLT members, compliance with FOIA, open public hearings and board meetings. Citizen participation and correspondence is encouraged at each meeting, Page 4

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and senior leaders are responsive to requests for meetings with stakeholders. NPD 117 practices good citizenship by providing leadership and support for the protection of health, safety and the environment. On a regular basis, NPD 117 participates in ROE compliance reviews, facility inspections, audits and reviews of State and Federal grants, and monitoring potential conflicts of interest. The external annual audit required by Illinois School Code reviews all financial policies, including the internal control structure to identify weakness and detect any fraudulent activity. Results are directed to the BOE, along with documents identifying financial transactions occurring during a given fiscal year. In addition, , the State of Illinois regularly audits any programs for which they provide money, such as general state aid, transportation, and special ed. cost reimbursement. Internal audits are conducted monthly by the Business Manager to review financial status, scan for mistakes or fraudulent activity, and ensure cost containment. Building budgets are generated at the end of every fiscal year and are monitored monthly. The SLT and BOE monitor reviews and audits to ensure compliance with laws, high ethical standards, regulatory bodies and accountability. When needed, the Superintendent accesses the advice and counsel of the district’s attorneys. Protection of stakeholder interests is also preserved through regular review of survey results and monitoring alignment of decisions and practice with stakeholder consensus. 1.2a (2) The evaluation processes for NPD 117 provide ongoing two-way communication and a feedback loop that involves each member of the SLT. The BOE evaluates their own progress based on achievement of the district goals and collaboratively developed areas of emphasis. . The Superintendent’s evaluation is based on district goals, with annual accountability insured by adherence to a mutually agreed upon contract. Individual BOE members provide ratings on research based behaviors indicative of a high performing Superintendent. A Likert scale is individually completed by all members, and a meeting held to gain consensus on ratings. The scales can be reviewed individually or through group discussion. This process reviews the previous years’ accomplishments and sets direction and goals for the upcoming year. Cabinet member’s performance reviews are conducted by the Superintendent based on 1.0 Leadership

district and mutually developed departmental goals and expectations. These include information from weekly and monthly reports as well as the State of the District Report. The Director of Building and Grounds formally evaluated by Aramark, his official employer; however, the Superintendent meets prior to discuss progress, concerns and the district’s direction for the upcoming year. For all SLT members, evaluations are aligned to the district mission, vision, values and goals. Areas of strength and opportunities for improvement are identified, and goals are set for the next year in a continuous cycle of performance improvement. 1.2 b. (1) Legal and Ethical Behavior Adverse impact and public concerns are proactively anticipated through consensus building and shared decision making with community members and other stakeholders. Given the core value of public responsibility and citizenship, and the provision of educational services as a primary function, NPD 117services are generally perceived as beneficial with minimal sociological or environmental risk. However, any potential risks to the community, society and the environment are considered within the planning stages. Meetings and public forums are provided for stakeholders impacted by significant change, and input considered in program development. Costs of programs are monitored through the district finance committee, detailed budgeting, consistent review of finances and adjustment to the district financial forecast. These systematic financial processes not only provide timely information for anticipation of costs and planning for action, but reinforce the financial stewardship of the district. NPD 117 follows all federal, state and local laws when conducting planning, decision-making and performance of daily operations. Any infractions noted in compliance reviews are remedied in a timely and efficient manner. NPD 117 engages in the numerous compliance processes, measures and goals, focusing on exceeding regulatory requirements. The primary focus for compliance is the Illinois School Code, national, state and local statutes, as well as guidelines from numerous regulatory agencies such as OSHA, Federal and Life Safety Code books, EEOC compliance manuals, Fire Marshall check lists and, transportation regulation checklists. Board policy and state regulations govern fundraising practices. These practices are limited to school sponsored or affiliated organizations, and place student safety Page 5

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first. Among other rules, all activities must align with district goals or charitable organizations, and should not interfere with instructional programming. Annually, police and fire department inspections and simulations occur in each building. Deployment mechanisms in this area include fire, tornado and other evacuation and crisis plans, drills, annual meetings with first responders and ad hoc meetings with ESDA personnel to insure adequate safety procedures for critical incidents. 1.2b (2) In NPD 117, students are our primary stakeholder, whose education and well being guides all decision making. Faculty and staff are professionals with an obligation to display exemplary conduct and act with integrity and honesty. NPD 117’s SLT models legal and ethical behavior by acting in accordance with the AASA Code of ethics and complying with all local, state, and federal regulations regarding both district operations and professional obligations. Standards of conduct outlined in negotiating agreements and employee handbooks demand all staff maintain high ethical standards while performing job duties, thus ensuring all employees behave in accordance with a common ethical code of conduct. Senior leaders are part of the key processes for addressing risks, through monitoring compliance with NCLB mandates, financial and legal matters, IEP, ELL requirements and staff certification. Ethical student behavior is promoted through orientations, teachable moments, mentoring programs, PBIS and student handbooks. NPD 117 remains committed to demonstrating high ethical standards in operations and relationships, and exceeding legal and ethical requirements. Board policies promote equity and non-discriminatory practices related to Title IX, race, creed, gender and national origin. The superintendent subscribes to the Illinois School Board Association Press Plus feature, a direct email system for notification, feedback and information on new and current policies. The ability to constantly scan the legal and procedural environment in this way assists with proactive planning and execution of agility. Complaints are handled through the systematic process defined in 3.2a (3). Proactive meetings with union leaders promote ethical behavior and improvement in work processes. Contract rules, working conditions or new initiatives are discussed. The SLT accesses periodic training on ethics and 1.0 Leadership

legal practices to ensure the information, support and resources necessary to perform their job responsibilities. When needed, SLT members review BOE policy for direction, and the district’s legal firm is contacted. 1.2c (1) and (2) Societal Responsibilities and Support of Key Communities NPD 117 utilizes environmentally responsible, energy efficient processes that conserve natural resources. Building additions are planned economically and in an environmentally friendly manner, with energy efficient lighting. Four schools received new energy efficient doors and windows, and many light fixtures and air conditioning units are motion activated to conserve energy. NPD 117’s transportation department converted to diesel fuel this past year to reduce carbon emissions, and the contracted cleaning service uses “green” products such as nonammoniated glass cleaners and other neutral cleaners. Safe containers of gasoline for snow blowers and lawnmowers are stored in outside sheds at all schools for safety reasons, and all schools participate in a recycling program for magazines, catalogs, newspapers, white paper. NPD 117 continuously strives to develop positive working relationships with the communities it serves and their governmental agencies. Examples of efforts to be responsive and exceed expectations includes a waiver of school fees in the 2009-2010 year, translators at school events and other processes outlined in section 3.2a (1) and (2). Additional means of support for key communities is home visits for our Early Childhood students, where teachers and social workers assist parents with strategies to help children succeed in school. Grant money, social work and special education services are shared with students in community private schools. Furthermore, each school building is available for public use after school. Students participate in community parades, civic celebrations, and sponsor awareness raising activities for cancer, animal welfare, animal habitats, and collection of food or clothing for the underprivileged. The Communications Director serves on numerous community and civic committees such as Kiwanis and Chamber of Commerce. Also, the superintendent presents at City Hall meetings on successes and challenges of our school district.

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2.0 Strategic Planning 2.1 Strategy Development 2.1 a (1) Strategy Development Process The purpose of NPD 117’s strategic planning process is to establish collaborative strategic objectives and develop action plans for enhancing performance relative to the district vision. Input from key stakeholders helped align objectives and translate them into institutional performance requirements. Thus, the goals and action plans of the strategic plan are the result of a shared sense of purpose and direction from staff, parents, students and other key stakeholders. In 2003, NPD 117 chose the Malcolm Baldrige criteria and core values as management processes for strategic planning, as well as systems deployment and integration. Development of organizational processes was necessary to improve effectiveness, as well as evaluate and improving planning and deployment practices. Potential blind spots were identified through inclusion of key stakeholders from a variety of constituent groups, and the forming of an ad hoc committee to identify financial challenges. In addition, a quarterly data review process was implemented as a key component of the integrated management system. This process centers on student data analysis at a level of frequency and specificity capable of generating individual student action plans. It fosters agility by determining what is working and what is not, and areas of strength or weakness. This process is consistent across the district, identifying blind spots and equipping teachers to make student based informed instructional decisions. PLC’s also help identify blind spots, providing weekly time to discuss student achievement with a focus on learning rather than teaching, and bring forth issues that are subsequently taken into consideration during future planning. Improvement plans are aligned with current and future stakeholder needs initially determined during the strategic planning process. Affinity diagrams, core values and Baldrige criteria facilitated generation of three district goals, including increased student achievement in reading and mathematics, improved stakeholder satisfaction, and development of effective and efficient operations. Criteria for meeting goals were quantified, as well as key internal and external factors, risks, requirements and opportunities. Consideration was given to 2.0 Strategic Planning

necessary evaluation evidence that indicates students are learning, stakeholders are satisfied and financial responsibility is ensured. Cabinet, SLT, PTSA, community and staff meetings were designated feedback mechanisms. Student achievement and stretch targets were set and revised annually based on results. The stakeholder satisfaction target was an increase from 71% to 85% by 2004. Financial recognition and increased revenue were initial targets for improving efficient and effective operations. The steps in the strategic planning process are listed in Figure 2.1-1 below.

Identify key stakeholders

Identify stakeholder requirements

Planning meetings , focus groups

District self assessment: Internal capabilities and gap analysis

Collaboratively develop goals aligned to mission

Collaboratively devleop plans and strategies with evaluation criteria

Figure 2.1-1 Strategic Plan Development Deployment of plan and strategies occurs through the steps in Figure 2.1-2.

Quality Review Process in each building and department

Regular, continuous monitoring of plans

Adjust and develop plans as needed

Implement adjusted plans and monitor (PDSA cycle)

Figure 2.1-2 Strategy Deployment Page 7

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During the initial planning process, stakeholder groups reviewed critical challenges to goal attainment over those next five years. First, achievement scores were similar to state averages in reading and math, which was unacceptable to the community. Of more concern was subgroup progress, as well as increasing numbers of ELL students, students with IEP’s and those qualifying for FRL programs. Next, stakeholder satisfaction was high considering the poor financial condition and mediocre achievement scores, but a rating of 71% left great room for improvement. The most significant challenge was the lack of financial resources due to prior unsuccessful referendums and tax cap implications of the last successful referendum. With a tax rate well below state average, relying on local property funds for more than 83% revenue placed the district in poor financial health. To meet these challenges and determine necessary resources for implementation of the strategic plan, NPD 117 engaged in a candid, honest self assessment of all three areas. Core competencies, strategic advantages and challenges were determined, and gap analysis used to determine opportunities for improvement. Focus remained on key internal and external advantages and challenges, as well as requirements and risks. Initially, no annual timelines were developed by the strategic planning committee. However, increasing achievement was the primary focus, directed toward the strategic goal of earning a place in the top 10% of school districts in Illinois. Toward this end, the district made a commitment to ensure all students master essential knowledge and skills, and aligned district practices, procedures and programs with that purpose. In the initial academic analysis, quality tools were used to review longitudinal results. Data indicated prior improvement was based on random occurrence. Therefore, a systematic process was used to determine strategic avenues for improvement. Staff was provided time to assess the current reality of their school and review instructional practices. Current student learning data, demographic and enrollment trends were reviewed, as were survey data and informal feedback from key stakeholders. Quarterly data reviews began, resulting in targets of five to six percent annual improvement until 2008 when a three year planning horizon was developed. NPD 117 2.0 Strategic Planning

benchmarked successful schools to determine critical factors and best practices through three different methods – site visits, review of successful schools with similar demographics through the Illinois Interactive Report Card, and review of other high performing schools not similar to District 117. A more affluent neighboring district was benchmarked to maintain our student’s competitiveness for high school placement. Action plans were generated; goals and strategies identified to produce desired results. TL positions were created to intensify and support academic focus. On an ongoing basis, constituent groups such as PTSA’s, staff, union leaders, community, political and business leaders provided input into revision of targets and strategies for goal attainment. Action plans were monitored and adjusted to promote agility and continuous improvement. The stakeholder satisfaction goal was to increase from a 71% approval rate to 85% within the first year of the strategic plan through parent outreach efforts Principal’s coffees, Parent Advisory meetings, and increased publicity about district programs. Due to NPD 117’s diversity, registration and other relevant information were translated into Arabic and Polish, the two highest ELL populations. All parents received information via mailings, newsletters, websites, open houses, conferences and workshops. Social work were provided for families with social emotional needs or provision of basic resources. Further examples of efforts to increase satisfaction include installation of air conditioning in all buildings, internet access to student grade books, a transportation information system to provide timely and accurate information to parents, and acquisition of an emergency phone system to notify parents in case of school closing or other urgent situations. Stakeholder perceptions are gathered through annual satisfaction surveys, PTSA and advisory meetings, and direct communication. Currently, our approval rating exceeds 98% and our goal is to maintain this level of stakeholder satisfaction. To reach the third goal of increasing effective and efficient operations, a sub-committee of key stakeholders was convened to discuss ways to meet expectations given the dire financial state of the district. A five year financial forecast was developed beginning July, 2003. The review meeting was open to all stakeholders. Results indicated a $25 million deficit by 2010. To meet goals, the finance subcommittee determined an Page 8

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Educational Fund increase would be necessary to provide our students with the same level of funding received by the average child in Illinois. In another collaborative venture, a pre-election analysis was conducted, along with the needs assessment determined in the strategic plan. Community forums, parent meetings and districtwide staff meetings were conducted to educate and motivate stakeholders. In April, 2005 the Educational Fund referendum passed, providing the means to continue progress toward goals and objectives listed in the strategic plan. 2.1a (2) Due to the dire financial state of the district at the time of the initial strategic plan, this function was not prioritized. The financial crisis necessitated reduction of one-third of the staff and many programs. All efforts were directed toward sustainability. Currently Cabinet members review shifts in technology, markets, student and stakeholder preferences, educational programs, community demographics and the regulatory environment through the processes listed in Figure 2.1-3. District leaders set priorities and provide support for building principals to cascade components of the strategic plan. School improvement PDSA action plans are collaboratively generated as a result of the quarterly data review. Strengths, weaknesses, obstacles and opportunities for improvement are identified. Action plans are translated into grade level or department plans and then discussed in PLC’s. Individual meetings with staff are held quarterly or more frequently to ensure implementation of the plan at the classroom level. Figure 2.1-4 summarizes the process that contributes to long term sustainability. 2.1b (1) Strategic Objectives Strategic objectives arise from the district goals. The first is to increase student achievement, with a key strategic goal of improving performance in reading and mathematics. Key performance measures include the percentage of students meeting target on quarterly or local assessments, and those meeting or exceeding on ISAT. At the start of the strategic plan, the primary focus was creating and deploying systems to increase achievement with limited finances. Therefore, no planning horizons or targets were set. The second year and thereafter, targets were five to six percent annual increases until 2006 when the target reached 96% for reading and math. Based on results, our targets for 2.0 Strategic Planning

2007 -2010 remained at 96% for reading, but increased to 98% for mathematics. Target for 2011 is 98% for reading and math. NPD 117’s second goal is to increase stakeholder satisfaction. The strategic objective is to increase the number of stakeholders who are satisfied with services. Key performance measures for external stakeholders are responses on an annual survey and the current target through 2011 is maintenance of a 98% approval rate. Internal stakeholders include staff and students. For staff, our key objective is providing a staff development program that enhances capabilities of all administration, faculty and staff to identify learners’ needs, adapt instruction to address needs and inspire all learners to achieve excellence. Performance measures are survey responses after each event relative to provider knowledge and application of information to classroom activities. Presentations earning four out of five points are considered meeting targets. Improving effectiveness and efficiency of operations is the third district goal, with a key primary objective of improving the financial condition of the district. Key performance measures include earning an A+ rating for fiscal responsibility and soundness, and adequate fund balances throughout each school year as indicated by a five year financial forecast. The initial target for this goal in 2003 was the successful passage of a referendum to alleviate the current financial crisis. Since then, goals have been maintenance of the A+ ranking and adequate fund balances for each fiscal year. 2.1 b (2) Strategic challenges and advantages outlined in P2 (b) were determined through meetings with key stakeholders, and are revised based on current trends and data reviews. Strategic objectives for achievement will address all seven challenges, as development of student academic skills is the business of schools. If students are learning, NPD 117 is meeting stakeholder needs. Strategic objectives for improving stakeholder satisfaction will address the areas of parent satisfaction and provision of services to parents with SES, academic and linguistic diversity. For internal stakeholders, hiring high quality bilingual st and special education teachers as well as 21 century learning skills are identified needs to be considered. All key stakeholders desire competent, effective teachers and administrators; therefore increasing collective capacity meets all stakeholder needs. Page 9

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Key Strategic Factor

Information and Data Collection Method

Sources

Procedures for Analysis of Results and Gaps

Shifts in Technology

NCLB mandates

ISBE

Cabinet meetings,

Technology Plan

5 yr. comprehensive Technology Plan

Visitation of benchmark school

America’s Digital Schools 2008

Pilot PDSA’s

State and National Trends st

21 Century Learning Technology survey of staff and community

Technology conferences Illinois Chief Technology Officers Organization NPD 117 data

Educational Programs, offerings and Services

ISAT, MAP, ISEL, ACCESS, Pre-IPT, W-APT, Terra Nova data

Student and Community Demographics

Enrollment and Demographic trends

NPD 117 data

Local assessments Professional Development needs

Weekly PLC’s

Legislative mandates

ISBE

Financial records Satisfaction surveys

5 year forecast NPD 117 data

Student and Stakeholder Preferences

See figure 6.1-2 Review at BOE and Cabinet meetings Review of action plans Feedback loops PDSA reports

PTA , advisory meetings

Data reviewed as collected at BOE, Cabinet and SLT meetings

Student council Citizen’s Participation

Deployment monitored through performance review process and PDSA

Staff meetings

District Sustainability

Professional Development Evaluations Needs Assessment Financial Forecast Budget information

PMA, NPD 117 data

Review at BOE and Cabinet meetings Pilot PDSA for changes

Regulatory Environment

Regulatory changes

ISBE, GASB, IASBO, AASA

Review at BOE and Cabinet meetings

Figure 2.1-3 Key Strategic Factors 2.0 Strategic Planning

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June, July and August

Beginning of year SLT meeting

Beginning of year TL/Principal meetings

Begin planning:

Review trend data:

Review customer needs and expectations (PLAN, STUDY))

Surveys from staff, students, parents, community (PLAN, STUDY)

Analyze, disaggregate data from performance reports and surveys (PLAN, STUDY)

Gather and align information/data; ISAT data loaded by TIC’s; district selfassessment (STUDY, PLAN)

Review student performance targets (PLAN, STUDY)

Develop action plans to including timelines, personnel, activities and assessment (DO)

Assess current situation, Gap and Root cause analysis (PLAN, STUDY)

Write operational definitions – set directions and targets (PLAN)

Determine training needs (PLAN)

August, September, October – implementation of action plans (DO)

Review progress toward mission – Gap and Root cause analysis - LT and ST goals. (PLAN, STUDY)

Gap Analysis, Root cause analysis (STUDY)

Determine SIP goals for (PLAN)

Prioritize training needs and access providers (PLAN)

Discuss training needs based on assessment data (STUDY, PLAN)

Activities between meetings

November – TIC’s create data charts for interpretation (DO) November – building, district quality data reviews (STUDY, ACT) November, December, January– implementation of current or modified action plans (DO) January – TIC’s create data charts for interpretation (DO)

Set calendar for regular weekly review meetings (PLAN)

January – building, district quality data reviews (STUDY, ACT) February, March, April, May – Implementation of current or modified action plans (DO) May, June -data reviews (STUDY, ACT) Cycle begins again with summer planning

Figure 2.1-4 Annual Strategic Planning Activities Improving effectiveness and efficiency of operations also addresses the need to prepare st students for 21 century learning through provision of adequate resources and learning opportunities. Aligning resources and goals promotes competitive hiring packages, meeting the challenge of educating diverse learners and complying with ISBE Performance Plan Part B. Addressing limited collective capacity occurs through provision of state approved teacher mentoring, principal mentoring, intensive staff development, TL assistance and PLC’s. NPD 117 is led and managed so that the PDSA model of innovation is part of the learning culture and integrated into daily operational processes. Software used to generate revisions of the financial forecast considers 2000 variables through which various scenarios can 2.0 Strategic Planning

be entered to produce cost benefit analyses, thus enhancing innovation. Strategic objectives leverage the vision to develop a culture reflective of core values, promoting innovation in current and future core competencies. The Leadership process identified in section 1.1 balances short and long term challenges. 2.2 Strategy Deployment 2.1 a (1) and (2). Action Plan Development and Deployment NPD 117’s SLT communicates and reinforces values, directions, expectations and focus by developing and implementing action plans. Data is analyzed on an ongoing basis and insure a focus on results. Agility is demonstrated through gap analysis. This PDSA cycle of action planning, pilot Page 11

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implementation, performance reviews and revision of plans demonstrate commitment to continuous improvement. Organizational learning occurs through intensive staff development and PLC’s. 2.2 a (2) Steps for deployment are outlined in Figure 2.1-2. BOE members receive updates on academic progress, anticipated changes and impact on student achievement. Principals are responsible for building level deployment. Staff feedback occurs during meetings, data reviews, evaluations, and articulations. Principals and the Superintendent meet regularly with stakeholders to disseminate information on short and long term operational performance goals. Multiple strategies are used including staff and parent meetings, videos, PowerPoint and open houses. 2.2 a (3) During initial development of the strategic plan, lack of financial resources inhibited implementation of many strategies. The 2005 successful referendum sustained current programs and allowed the BOE to allocate new dollars to strategies in the strategic plan. State and Federal grants are also utilized for instructional initiatives; needs are prioritized, and resources aligned with the district goals. NPD 117 assesses and manages academic risks associated with the plan through the quarterly data review process indicated in 6.1-2. Financial risk is assessed and managed through budget presentations that include the district mission, strategic objectives, expenditures and current performance relative to the forecast, and program priorities needed to achieve forecast performance. 2.2 a (4) and (5) Weekly PLC’s and quarterly data meetings allow for review of data and modifications to action plans in a timely manner. SLT members receive training in continuous improvement cycles through meetings, Institute days, conferences, book discussions and independent study activities. Staff is hired in accordance with EEOC regulations, through joint interviews with relevant district staff to increase flexibility in placement. NPD 117 posts positions through the Illinois Education Job Bank, job fairs, and newspapers. Priority is given to candidates with master’s degrees in reading, or Special Education certification to comply with ISBE’s Performance Plan Part B mandates of maintaining IEP students in general education. 2.2 a (6) Action plans are aligned to the district mission, vision, values and goals, therefore the 2.0 Strategic Planning

key performance measures listed in 2.1b (1) are used to track achievement and effectiveness of action plans. Quarterly data reviews provide evaluation and revision of deployment strategies to a level of individual specificity. Stakeholder satisfaction is measured formally by annual surveys for parents and post-event evaluations for staff; informally through PTA and advisory meetings, conversation, and citizen’s participation at BOE meetings. Measurement of financial resources occurs through analysis of budgets, expenditures and revenues, as well as financial forecasting. All three district goals are reviewed by the BOE and Cabinet to ensure alignment between stakeholder needs and requirements, district goals, performance measures and action plans. Special attention is given to ethical, societal and technological risks and trends that may affect programs and service delivery. Trend data dictates revisions of strategic goals, objectives or targets. Principals and team leaders engage in the same process through data reviews and weekly PLC meetings. 2.2 b. Performance Projection NPD 117’s performance targets are based on previous trend data. The short term performance projection for academic achievement in reading is 96% of students meeting or exceeding standards on ISAT 2010; 98% for math. In addition, short term goals exist for increasing percentages of students scoring in the exceeds category for reading and math, with targets established based on results. The long term goal for reading is 98% on ISAT 2011, maintaining 98% in mathematics. Stakeholder satisfaction short- and long- term projections are to maintain our 98% approval rate. Effectiveness and efficiency of operations goals are maintenance of the A+ financial ranking, and fiscally responsible spending that provides for adequate fund balances. Overall and subgroup performance targets are extremely competitive with benchmarks. Section 7.1 shows results for NPD 117 overall, IEP, ELL and FRL students against comparisons reported in P2 a (3). Gaps in performance against comparisons will be addressed by the continuous improvement process. NPD 117 will engage key stakeholders to revisit action plans to intensively focus on areas of need, and implement further PDSA’s.

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3.0 Customer Focus 3.1 Customer Engagement 3. 1 a.(1) Educational programs, Offerings, Services, Student and Stakeholder Support NPD 117 services approximately 3,130 students between the ages of three and fourteen from three different communities. The district vision is to provide a quality education for all of our students, regardless of race, ethnicity, ability, or socioeconomic status. Student expectations and requirements are determined by stakeholder input and needs, demographic information and student results. Within the student population, student sectors include preschool, early childhood, special education, ELL, at-risk, general education, and honors students. Analysis of student demographic data indicates substantial subgroups of Hispanic, African American, FRL, IEP and ELL students. Although the vast majority of our students are performing well, gap analysis reveals challenges in ELL and IEP subgroups. District administrators, principals and team leaders, social workers and special education case managers monitor student performance to determine needs and allocate resources, attending to federal and state regulations that may impact students or services. Other stakeholder segments include staff, parents, community, D230 and SWCASE. NPD 117 also shares grant money, information, general and special education resources, professional development, and transportation with three private elementary schools. NPD 117 engages in multiple methods of engaging stakeholders, depending on needs of the group. Figure3.1-1 outlines the processes used to engage stakeholders, foster two-way communication and build a student and stakeholder focused culture. Through identified processes of continuous improvement, academic achievement has improved dramatically. Communication of results has resulted in a significant increase in enrollment of new students. 3.1 a (2) NPD 117 has moral responsibility to advocate for the voice of the customer and provide the excellent education desired by stakeholders. To develop innovative programs, NPD 117 first determined stakeholder needs and requirements. SLT members provide the vision, operationalize requirements into performance targets and develop benchmarks. 3.0 Customer Focus

3.1 a (3) Aligning program identification and stakeholder support with district needs and directions is the responsibility of the BOE, Superintendent, Cabinet and SLT. This process is outlined in Figure 2.1-4. The Cabinet reviews all collected data to set priorities and make decisions related to process improvements. This information is cascaded through the organization to team and department meetings and PLC’s for program planning. The SLT maintains awareness of local, state and national issues or requirements that will impact the school and incorporates these into these into the strategic plan. 3.1 b. (1) Building Student and Stakeholder Culture NPD 117 has worked diligently to create a positive student and stakeholder experience, and build a positive culture. To do this, the SLT and building staff consistently review data, identify areas of improvement and celebrate successes. Program changes are considered in terms of stakeholder impact, and forums are held to solicit input from affected parties. Articulation with partner organizations determines needs and ensures alignment. As a result of this culture shift, and through deployment of our common set of core values, NPD 117 consistently focuses on 1.) what are our students learning? 2.) what do our parents think? and 3) how are our finances? In addition to the culture shift indentified in section 1.1b (2) SLT members facilitated further shifts from: Teaching to Learning Coverage to Demonstration of Proficiency Independence to Interdependence Language of to Language of complaint commitment Infrequent to Frequent summative formative assessment assessment Culture of To Culture of Blame accountability Individual To Systematic Teacher response that Response supports every student Project To SMART goals related goals NPD 117’s workforce and leader development systems changed accordingly, from:

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External training Whole faculty presentations Learning by listening Individual learning

To

Assessing impact from preference

to

To to to

Job-Embedded training Team Based action research Learning by doing Building collective capacity Assessing impact from performance

3.1 b (2) Success of NPD 117 programs and student achievement results have been well publicized in local newspapers, civic meetings, and community events. Publicity has attracted new stakeholders and students to our community and schools. Focus on the mission statement and goals are mechanisms for meeting and exceeding the requirements of these new stakeholders. 3.1 b (3) Approaches for creating a student- and stakeholder focused culture and building student and stakeholder relationships are kept current through continual reflection on district goals and the impact of current programs on needs. 3.2 Voice of the Customer 3.2 a (1) and 3.2 a (2) Student and Stakeholder Listening NPD117 values relationship building with past, current and future stakeholder groups. In 2003, the Superintendent met with focus groups of stakeholders to gather feedback. Currently, all SLT members dialogue with stakeholders to determine needs and expectations and provide satisfaction and performance feedback. The annual Open House survey solicits feedback from parents on their satisfaction with the education and services of the district. The principal contacts any parents listing questions or concerns. Surveys are analyzed for trend data to on specific areas needing improvement. Results are presented in BOE meetings in the annual State of the District Report. NPD 117 cannot effectively operate without a positive news climate. To increase mutually beneficial communication, NPD 117 hired a Communications Director. Plans were devised to advance the vision, mission and values through a two-way communication process involving internal and external stakeholders, designed to

3.0 Customer Focus

provide better understanding of the goals, strategic objectives and accomplishments. NPD 117 uses feedback loops to communicate with a wide variety of stakeholders. Written and online surveys, newsletters, the district web site, online grade books, face to face meetings, informal conversation, and structured meetings are the most common mechanisms. Feedback data is used to assess situations, address concerns or complaints and determine how to turn problems into opportunities. Research based strategies are used to improve identified areas of need. In addition to the processes noted in Figure 3.1-1 building level activities also engage stakeholders and increase communication. Telephones and computers in every room increase communication, as do family-based social events, play groups, Bilingual parent meetings, weekly and monthly newsletters, websites with available translation, parent workshops and conferences. Additional feedback is solicited through plus/ delta’s and satisfaction surveys. Pre-K and EC parent participation and feedback is required, therefore additional engagement activities are implemented. Calendars are sent home in English, Arabic and Polish and Spanish. Quin has a Parent Resource and Toy Lending Library, and free babysitting service is provided to facilitate attendance at workshops and events. Parents are allowed to ride the school bus if transportation is necessary. Community engagement occurs through partnerships with local resources such as Moraine Valley College, local public libraries, Kiwanis and Rotary Clubs, Chambers of Commerce and other social service agencies. SLT involvement in these organizations provides opportunity for face to face communication and trust building, facilitating more open exchange of information, concerns and relevant public issues. Partnerships have resulted in practicum opportunities for pre-service teachers, community service hours for National Junior Honor Society and high school students, ESL classes for parents and community members, motivational reading programs, parent education workshops and community use of district facilities. Community members are also included on the Technology Planning Committee, charged with developing a shared vision and providing input regarding technological expectations. Communication and engagement processes for staff include individual and staff meetings, Page 14

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email, building newsletters, and event calendars in common areas. Student engagement and exchange of information sources include daily announcements, surveys, assemblies, classroom newsletters, Student Councils, reading conferences, and student choice within the academic program. At the junior high, students serve on the Principal’s Advisory Committee to provide input on programs and general school culture. In some classrooms, students are surveyed or fill out plus/deltas regarding perceptions of assignments, projects or units, and feedback is used to modify and adjust instruction. 3.2 a (3) Ultimate responsibility for complaint resolution lies with the Superintendent; however Cabinet members are designees. Complaints to the BOE are redirected to the superintendent. NPD 117’s complaint procedure is detailed in employee handbooks and bargaining agreements. Complaints are directed to the person involved for immediate resolution, and contact is required within 24 hours to insure prompt resolution and stakeholder confidence. An appeal process up the organizational chart exists for unresolved complaints and concerns are treated with fairness and integrity. Resolution focuses on win-win situations. If there is no immediate resolution, NPD 117 collaborates with internal and external stakeholders to come to consensus. Complaints with legal or policy implications are immediately addressed to the Superintendent. Telephones and email access in every classroom resolve most concerns at the point of origin. Social workers, Assistant Principal, Team Leaders and a Dean also resolve complaints. Contractual agreements mediate staff complaints, although resolution efforts occur before the formal process is invoked. Regular meetings with union representatives focus on preventive and proactive discussions. 3.2 b. Determination of Student and Stakeholder Satisfaction and Engagement 3.2 b (1),(2) and (3) Processes listed in Figure 3.1-determine student and stakeholder satisfaction, dissatisfaction and engagement. Information is disaggregated and used to assess current satisfaction, align priorities, and develop PDSA cycles. Data from competitors is not available; other successful schools are benchmarked for best practices.

3.0 Customer Focus

3.2 c (1) Analysis and Use of Student and Stakeholder Data Review of demographic trends is used to identify future stakeholder groups, assign staff and allocate resources. Population forecasts occur through birth cohort analysis; ELL forecasts through current needs of pre-school and kindergarten students. Data reviews and quality tools determine which groups are pursued for current and future programs, what the needs are and what PDSA’s to pilot. SLT and Cabinet members develop administrative plans to address current and future needs, and progress is consistently monitored. 3.2 c (2) NPD 117 values it’s reputation for providing a quality educational experience, maintaining stakeholder satisfaction and effective and efficient operations. Problems become opportunities for improvement, and stakeholder input is solicited for planning and resolving problems. At the district level, the Cabinet and SLT use financial, demographic, and achievement data to consistently monitor and anticipate changes in stakeholder requirements. Teachers and students are apprised of the processes and responsibilities for which they are accountable, and plan accordingly. Data analysis at TL and PLC meetings supports planning and furthers district goals. 3.2 c (3) Cabinet and SLT members drive the process of translating words and data into action. Stakeholder input, survey and achievement data are translated into PDSA plans to drive organizational improvement. Process management is essential for change and innovation; operationalizing change fosters accountability and responsibility at every level. 3.2 c (4) Cabinet and SLT members are responsible for ensuring approaches for students and stakeholder satisfaction remain current with the district’s needs and directions. Quarterly data review monitoring is indispensible for providing agility in program planning. Significant intensive support programs provide individual and small group tutoring, and assist with adjustment of instruction based on results. Survey data, informal and formal meetings provide parent and community feedback to drive improvement.

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Stakeholder Group

Community Members

Process to Determine Expectations and Requirements Initial strategic planning sessions

Process of Data Collection

What Data is Requested? How good are our schools? How do we know? What do we need to do to improve?

State of the District Presentation

Progress on district goals

Are we making progress toward:

Superintendent conversations with community members;”Did You Know?” letters

Quarterly review process

Improving achievement in reading and math

Superintendent presentations at City Council meetings

Principal’s weekly reports

Chalk Talk newsletters

Cabinet members weekly reports

Online surveys on specific topics

SLT membership in civic organizations

Financial information

Citizen participation

Group interview process Feedback on topic specific issues

BOE articulation with other community BOE’s; BOE training

Monthly BOE meetings

PTA Interviews, ELL, Bilingual, Advisory, parent meetings

Interview, discussion

Are you proud to be an NPD117 parent?

Annual Open House Topic specific issues

Survey Feedback Topic specific forums

Topic specific questions and concerns

Monthly building newsletters with plus/delta components for specific topics

3.0 Customer Focus

Improving effectiveness and efficiency of operations What do we need to do for the future?

Community technology survey

Parents

Increasing stakeholder satisfaction

Plus/Delta

Satisfaction with programs and services

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Staff (Certified)

Professional Learning Community Meetings

Student Action Plans

What do students need to know?

SLT, TL/ Curriculum Director meetings

How will we know that they’ve learned it? What do we do when they don’t master it?

Quality review process

Quality review process- data and statistics

Professional development

Teacher discussion of needs and concerns Feedback forms Evaluations Quality review

Superintendent meetings with staff and union

Concerns or needs of the membership

Human Resource Records

How will we enrich the learning of students who are already proficient? Are we providing access to high quality professional development? What more professional development is needed? What resources are needed for staff to effectively perform their job duties? How can the staff and administration work together as a team to promote the success of the district vision and goals?

Students

Student council – grades 2 – 8; homeroom meetings.

Suggestions, concerns or issues related to the student population

Principal advisory meetings - junior high Annual student feedback

Student feedback regarding school culture and discipline; student watch program

Are we providing an effective, equitable educational experience? Are we providing a rigorous curriculum for all students?

Student surveys Fast feedback forms Reflection statements

Needs and concerns of the student population

What was too easy/difficult for you in this lesson/ course? Is NPD 117 a safe and orderly environment in which to learn?

Figure 3.1-1 Stakeholder Group Communication Processes 3.0 Customer Focus

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4.0 Measurement, Analysis and Knowledge Management 4.1 Measurement, Analysis, and Improvement of Organizational Performance 4.1 a (1) Performance Measurement NPD 117’s integrated management system is built upon the framework of systematic measurement and analysis of data, central to our core values of management by fact, focusing on results and agility. Key performance indicators from stakeholder expectations provide data to focus action and decision making. A variety of data sources are used in NPD 117, producing a comprehensive set of indicators tied to student, stakeholder and organizational performance requirements. Data is used system wide to support goals, align action plans, processes and measures with district priorities. Data is also used to monitor progress and improve performance. Processes are aligned to the strategic plan and cascade the vision from the district to the classroom level. Alignment ensures the right data are selected, collected, and integrated with daily operational and organizational decision making. Data needs are determined by the stakeholder groups defined in P.1b (2), the BOE and Cabinet, SLT, PLC’s, quarterly reviews and department meetings. Comprehensive data collection methods across stakeholder groups allow performance review over time and analysis of results of PDSA cycles. Primary information collected is student performance data, reflected in attachment A. Data is reviewed weekly by teachers, quarterly by TL and SLT, and annually by the BOE. Data sharing is routine at individual, department, faculty and PLC meetings. Year-long and trend data is readily accessible to all SLT members and teachers in electronic and paper formats. Stakeholder satisfaction data includes responses from the annual parent surveys, professional development evaluations and anecdotal information from parent and community meetings. Primary ST performance measures for improving effectiveness and efficiency of operations are maintenance of adequate fund balances throughout the school year. Revenues and expenditures are reviewed in real time by secretaries and monthly by the Business Manager. Real time access streamlines ordering and processing, decreasing

potential for exceeding budgets. LT measures include adequate fund balances throughout the five year forecast and maintenance of our A+ financial recognition status. The forecast is revised annually or as needed to project revenues and expenditures for PDSA pilots. Data collection throughout all levels supports organizational decision making and innovation by providing real time and trend data for decision making. Frequent monitoring fosters innovation by ensuring use of standards and best practice. Change recommendations and action plans are collaboratively developed, as well as assessment methods and evaluation criteria. This process is reported in Figure 4.1-1.

Share Data With Entire Professional Learning Community

Assess and Evaluate the Actions taken

Establish Desired Targets And Outcomes

The Data Improvement Cycle that will improve student Achievement

Work in Teams and Take Action to Make Improvements

Collect and Organize the Data

Make Meaning Out of Data

Figure 4.1-1 Data Collection Process 4.1 a (2) NPD 117 uses IIRC data to find comparable districts relative to growth and demographics. Comparative data from benchmark and surrounding districts is also used for key indicators, strategic decision making, and assess relative performance, and develop innovative strategies to close the gap between NPD 117 and benchmark districts. Data is presented annually to the BOE with comparisons to surrounding districts to insure competitive positioning. 4.1 a (3) In order to meet our core values of agility in program planning, management by fact and a focus on results, data collection processes

4.0 Measurement, Analysis and Knowledge Management

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are continually assessed for effectiveness. Relevancy of data to strategic indicators is discussed at department meetings, PLC’s, quarterly data reviews, and TL meetings. Data is examined relative to ST and LT priorities listed in the strategic plan. Constant monitoring provides sensitivity to internal and external changes that may impact the school. If current processes are ineffective, ad-hoc committees are formed to gather information on potential new sources of data collection. If new methods are necessary a PDSA pilot is conducted before its full adoption. At the schools, TIC’s meet with principals quarterly to determine relevancy of previous data documents. Individual requests for data displays are granted as appropriate to facilitate instructional decision making and agility at the classroom level. 4.1 b. Performance Analysis and Review A cornerstone of NPD 117’s performance analysis and continuous improvement process is the quarterly data review process. Common quarterly or monthly assessment results are tabulated, then disaggregated so TIC’s can create data displays to provide staff current, reliable data on which to base decision making Item analysis is provided for every student scoring below target. Other building specific information is presented as needed, such as attendance patterns, participation in academic support programs, years in the district, and receipt of special education, ELL or related services. Quarterly summary data reveals trends across students, subject areas, grade levels and schools, and is available for five years for comparison purposes. All data is reviewed quarterly with PLC’s and individual teachers and best practices shared. Action plans are generated and shared at the district quarterly data reviews. Daily common plan, weekly PLC and monthly department meetings provide additional time for data reviews and analysis. These processes facilitate agility in program planning and PDSA pilots based on the need for continuous improvement. Existing data is compared to target data, and gap analysis used to project future program needs. Gap analysis and pilot suggestions become part of the data review process, insuring further alignment of goals and processes. Cabinet meetings generate district wide data analysis on all indicators necessary for achieving district goals. Weekly updates are

provided to the Superintendent, insuring agility in process adjustments. Organizational performance reviews are presented to the BOE annually in the State of the District Report, and more frequently when new information is requested. The State of the District Report is generated from NPD 117’s integrated management system, providing alignment between strategic planning, district goals and processes. The report is focused on questions of (1). where are we now? (2). where do we need to be? (3). what do we need to do to get there? and (4). how will we know when we get there? This process is used regularly for decision making throughout the district and action plan development. 4.1 c. Performance Improvement Each building operates on action plans and PDSA pilots derived from organizational performance results and stakeholder expectations, insuring an integrated management system. Plans are reviewed and priorities updated, insuring continuous improvement, alignment with district goals and projected target timelines. Action planning also drives resource acquisition, professional development and other opportunities for improvement in the system. Cabinet and SLT members educate staff on core values and district goals through orientations, SLT and TL/Curriculum meetings, TEAM days, faculty meetings and professional development choices. Strategic planning and district goals guide daily short and long term planning, as well as decision making across all levels. Open House evenings, PTSA meetings and other parent contacts outlined in Attachment A provide a forum for deploying district priorities and opportunities to parents and community members. Community deployment occurs through monthly and bi-weekly attendance at Chamber of Commerce, Kiwanis and Rotary Club meetings and luncheons, as well as involvement in various civic and service groups. Face-to-face interaction is a priority in order to building trust and maintaining openness for communication and action. 4.2 Management of Information, Knowledge, and Information Technology 4.2 a.(1) Data, Information, and Knowledge Management

4.0 Measurement, Analysis and Knowledge Management

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Information Technology supports the district mission by providing all users with the telecommunications, instructional and information technology tools required for gathering, utilizing and communicating information in the 21st century for both administrative and instructional purposes. Accuracy of data is ensured through centralized processes that are cross-checked by multiple users. Accurate data is then imported rather than relying on dual entry, and required field entry screens are used to control accuracy. Continual training for all users is provided, and AUP’s are signed by all stakeholders. Password protection enhances security, integrity and reliability, ensuring only authorized users may access or change data, demographic or financial information. Software security standards are in place along with periodic security audits. Firewalls and antivirus systems are on all computers; portals are limited to increase security and protect confidentiality. Electronic data is backed up and taken off site, and an annual security assessment is provided by an outside vendor. Physical security is maintained through locked entry to storage areas and regular inventory of software and equipment through tracking of serial numbers, products and type. Reliability and integrity of equipment is a priority. Software and hardware are consistently tested, updated and patched as part of an ongoing quality monitoring process. Reliability and integrity are maintained through annual review and replacement processes for hardware and software, as well as adoption of an approved software application list. All equipment must meet district standards, whether donated, purchased outright or from a grant. Warranties cover the life of the equipment, typically five or more years. A systematic replacement cycle of 5-7 years for technology equipment ensures integrity of equipment and avoids extraordinary costs. Timeliness is ensured through production of real time academic and financial data, with systematic updates to those systems not functioning in real time. On demand reporting is available, facilitating evaluation of PDSA pilots and agility in planning. 4.2 a (2) True to our core value of management by fact, all members of NPD 117 use multiple sources of data when making decisions regarding curriculum, instruction, resource allocation and other processes related to

achievement of district goals. ISAT and quarterly assessment data are available for all staff through a password protected shared network drive. Archival Pearson Performance System and MAP data supplement ISAT and quarterlies, as do teacher made assessments. Data access is readily available through provision of wireless tablets for all staff from third grade through junior high and interactive whiteboards for Pre-K through second. At the district level, cabinet members use student achievement data, stakeholder satisfaction responses and financial reports to plan initiatives or program adjustments. Information is made available to various stakeholders through written distribution, stakeholder meetings, advisory groups, surveys, press releases and informal conversation. Professional development and PLC’s are also key mechanisms for distribution of data. Accessibility is fostered by information technology processes through classroom, school and district websites, online surveys, online grade books, blogs, online videos, podcasts and email. The district is piloting the use of Intranet-based programs such as online data sharing through programs such as Microsoft Sharepoint Services. A financial software package tracks accounts payable, receivable, payroll, purchasing, warehouse orders and inventory , thus ensuring accuracy, accelerating information processing, streamlining operations and improving efficiency. Job openings, BOE agendas, minutes and other relevant information is also posted on the district website. PowerParent, our electronic grade book tracks student performance, generates progress reports and informs parents of their child’s performance on a regular basis. It also allows teachers to monitor and adjust instruction accordingly in order to support student mastery. 4.2 a (3) NPD 117 believes that collecting good data and emphasizing accountability systems is not enough to achieve district goals. Stakeholders must use data to make better decisions about teaching and learning, meeting the needs of stakeholders and improving efficiency of operations. Therefore, NPD 117 provides data that is easy to access and understand, and the use of technology to facilitate disaggregation of data. Collection of workforce knowledge allows teachers and principals to determine trends and analyze gaps in learning across groups of students.

4.0 Measurement, Analysis and Knowledge Management

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Numerous opportunities exist for the collection and transfer of workforce knowledge. Professional development is provided through an action research model, with ongoing training in technology and instructional practices. Additional hands-on training is available. Quarterly data reviews, PLC’s and PDSA pilots all contribute to data sharing and development of effective programs and practices. Transfer of relevant knowledge to and from stakeholder and collaborators occurs through district, school and classroom newsletters, websites and written communications. NPD 117 plans for the rapid identification, sharing and implementation of best practices as a method to educate and support teachers, refine elements of current programs, and improve instructional practice. At the district level, SLT members identify and share best practices at SLT and Cabinet meetings. At the schools, workforce knowledge is shared through TEAM day and staff meetings, daily common plan, PLC’s, mentoring programs, performance assessment feedback, new teacher orientations and district or building level committees. Data used for implementation of strategic academic initiatives are available to all teachers and SLT in common folders on network drives. 4.2 b.(1) Management of Information Resources and Technology In order to ensure hardware and software are reliable, secure and user-friendly; all purchases must be approved by the technology department, taking into consideration district needs, user requirements and maintenance needs. For approval, all purchases must be reliable, durable and serviceable, able to be maintained by district technology staff, supported by TICS and compatible with the district Technology plan. Replacement cycles for hardware and software, regular updating, patching and, prototyping foster confidence in reliability. A two step escalation process is in place to resolve technical issues. Many staff seek online help but not as a first line of defense, therefore, the network specialist, TIC’s and Technology director all provide technical assistance. Software reliability and user friendliness is supported through creation of a list of approved software, with clear differentiated processes for use. In general, technology support functions and instructional technology functions report differently within the organizational structure and have fully differentiated job descriptions;

however, each group is cohesively organized to maintain effective communication. For complex problems or areas where it is strategically more efficient to utilize an outside vendor, contracted support is used. 4.2 b (2) NPD 117 attempts to be proactive in planning for emergencies. Remote access to a shared network drive is available, as are webbased programs such as PowerSchool, the student data base. Regular updates and replacement cycles for equipment and software, security measures and training allow the district to maintain capacity and performance. NPD 117 developed a disaster recovery plan that demands a centralized backup to tape system that is taken off site in case of emergency. Backups are conducted automatically every evening, and every Sunday a separate backup occurs that is pulled offsite every Monday. Full backups are maintained for one month. 4.2 b (3) NPD 117 supports a Technology Team that helps manage organizational knowledge and keep data mechanisms current with the district vision. The team consists of the Technology Director, PC Network Specialist, two Technology Instruction Coordinators, and a Technology Secretary. The team meets twice per month regularly to discuss district wide technology needs, ease of use and training needs. The curriculum director is responsible for technology integration throughout the curriculum and therefore attends meetings and provides input into information technology initiatives. When requests for new software are received, a trial version is accessed to assess fit with curriculum needs. Technology team members are most directly involved with supporting all five district buildings, equipment and staff. At a meeting each spring, the Technology Team reevaluates the 3- year Technology Plan and 3 year Hardware Replacement Plan, making midcourse corrections if needed. The Superintendent and Board of Education approve the Technology Plan and oversee its ongoing implementation. Internal and external stakeholders complete an annual technology survey to assess the current needs regarding information technology. In addition, technology staff attend individual, department, TL, and PLC meetings to further discuss district informational needs and requirements.

4.0 Measurement, Analysis and Knowledge Management

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5.0 Workforce Focus 5.1 a(1) Workforce Engagement NPD 117 believes student achievement is directly related to knowledge and experience of the workforce. Therefore NPD 117 prioritizes design and deployment of systems to attract, employ and retain highly effective personnel at all levels. True to the core value of organizational and personal learning, the BOE models professional growth and development. As a first step, the BOE receives three days of training that includes a presentation from ISBE on rules, expectations, and BOE roles in school governance. The training also includes information on the role of the Superintendent, financial and legal matters. An internal mentoring system is deployed for new members relative to BOE duties and achievement of district goals. On an annual basis, the BOE attends SCOPE dinners with ISBE representatives and legal experts, and participates in trainings with the South Cook School Board Association. The BOE also articulates with other local boards and the District 230 board to share ideas, and improve communication. As needed, the Superintendent conducts trainings on topic specific issues, always alongside a member of the Illinois School Board Association. All workforce groups play a significant role in the overall success of NPD 117; therefore all work systems are aligned toward the vision, mission, core values and goals. Within each system, key workforce factors are determined through regular dialogue and feedback loops. This is reinforced through the Interest Based Bargaining System that frames negotiation as a joint problem solving process aimed at resolving issues, needs and concerns. Focus is placed on interests, not positions; communication and innovative thinking are used to identify solutions. Discussion is open, leading to a positive, professional work environment that specifies many of the parameters for workforce engagement. NPD 117’s workforce is empowered through shared decision making and frequent communication with each other and the SLT. Members of staff segments meet regularly to gather information related to needs, satisfaction and future planning. Feedback is provided to the building principal first, so recommendations, requests or concerns can be addressed at 5.0 Workforce Focus

the most immediate level. General membership feedback is provided to the Superintendent or Cabinet through monthly committee or roundtable advisory group meetings. Due to this open dialogue, there have been no grievances filed in NPD 117 since the inception of this strategic plan. Individual and department feedback loops include face to face meetings, PLC’s, faculty and department meetings and email. These mechanisms foster engagement between the workforce and SLT, allowing discussion of issues and concerns and demonstrating sensitivity to changing and emerging needs. In addition, staff is provided opportunity for expression through plus/delta meetings, collaborative grade level or TEAM day meetings and feedback surveys. 5.1a (2) NPD 117 works diligently to foster a culture of organizational and personal learning. Ideas are freely shared in PLC meetings, faculty and department meetings and during staff development opportunities. Building level data reviews provide a forum for teachers to discuss assessment items, best practices and PDSA initiatives. Monthly TEAM day meetings and daily common plan allow for information and skill sharing, and discussion of workforce needs. Google docs are used to share best practices among staff while promoting and modeling technology and 21st century skills. Through these structures, critical information can be disseminated or collected in a highly systematic and efficient manner. Through TL and SLT meetings, the SLT have weekly opportunities for collaboration, communication, innovation, and reflection on practice. These opportunities cascade to PLC’s, faculty and department meetings, insuring all departments and classrooms benefit from the latest educational research theory and practice. These processes empower and engage the workforce through innovative decision making and department action plans. 5.1a (3) NPD 117’s workforce performance management system supports high performance work and engagement through a dedicated commitment to building individual and collective capacity. Skill building opportunities are aligned to the district vision and support core competencies and goals. Page 22

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Topics for professional development are generated from staff feedback through PLC’s, plus/delta meetings, quarterly data reviews, TL meetings and SLT meetings. All professional development is based on research and data. NPD 117 revised delivery from external conferencing to district staff development with internal and external providers. Providers present at district wide workshops, ensuring systematic service delivery and increasing opportunity for collaboration, sharing ideas and work planning. Based on expressed needs and strategic challenges, NPD 117 partnered with Illinois Resource Center to provide professional development and best practice models for ELL and Bilingual program development and instructional delivery. Attempting to exceed stakeholder expectations, NPD 117 partnered with National Louis University to sponsor an ELL endorsement cohort program. Given that curriculum development is a core requirement of high performing instructional programs, time is provided during the school day or stipends paid for after school or summer curriculum mapping, revision and alignment. Staff participation in planning, developing and revising core curriculum fosters high performance work and workforce engagement. st In this era of 21 Century Learning, NPD 117 provides a technology team described in 4.2 b (3) to provide full time, ongoing support to all staff. The rapid pace of change in use and acquisition has resulted in increased “just-in-time” instruction as a staff development model. In addition, many staff pursue technology-related professional development activities to foster personal growth, and new staff members are provided with technology staff development prior to the start of the school year. Consistent with all three district goals, support personnel receive topic specific training related to job responsibilities so each employee benefits from current techniques and technologies required for high performance. For example, secretaries receive regular training on workplace ergonomics, technology use, student data base management, and appropriate financial or budget-based software. To increase stakeholder satisfaction, office staff received training on building positive customer relationships. Paraprofessionals receive 5.0 Workforce Focus

training in student specific needs such as developmental disabilities, autism, and Attention Deficit Disorder on TEAM and Institute days. Suggestions for other topics result from state mandates, new initiatives or staff requests. Other professional development is provided through regular meetings with support providers for lowincidence disabilities such as vision or hearing impairments, or ongoing coaching from inclusion facilitators. Custodial and maintenance staff receive relevant training such as hazardous material handling, Lockout/Tagout, Slips, Falls, and other safety related topics. Classroom safety training is provided to new teachers prior to the start of the school year. NPD 117 offers a competitive salary and benefits compensation package described in 5.2 b (2). Compensation is based on a step and lane format, detailed in the collective bargaining agreement. Combined with partial tuition reimbursement, this system provides certified staff with monetary rewards and recognition for increased tenure in the district and pursuit of professional growth. Monetary recognition is also provided for benchmark years of service at Institute Day recognition ceremonies. Non-monetary rewards, incentives, and recognition based on organizational performance, PLC or individual contributions are provided through increased leadership opportunities, letters of commendation, special public mention, announcements and personal notes. Pizza parties are sponsored by the BOE for recognition of organizational improvement. Focus on students, stakeholders, the organization and action plans is reinforced through decentralization of decision making; allowing those who work most closely with stakeholder groups to develop plans and priorities aligned to district goals. Reflection time, professional development, and collaboration based on core competencies help maintain focus. In addition, NPD 117 benchmarks and visits other districts successfully implementing new initiatives in order to gather information and feedback before developing PDSA plans. This way, SLT and building staff can ensure efforts are directed toward appropriate stakeholder groups.

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5.1 b(1) Workforce and Leader Development NPD 117 is committed to the satisfaction, development and well-being of staff, as success depends on their diverse knowledge, skills, creativity and motivation. NPD 117 works diligently to building internal and external partnerships to accomplish district goals, address strategic challenges and reinforce core competencies. NPD 117 workforce and leader development is accomplished through systematic training and support, as well as voluntary training and support for areas of interest. Core competency training is designed so all responsible staff have initial training and follow up support for application of skills. Strategic challenges are addressed through staff development, mentoring, attracting and retaining highly qualified staff, and detailed budgeting procedures. Abundant opportunities for training and professional development promote development of a highly qualified and competent staff. Trainings occur during Institute days, release time training, district wide staff development, common plan, TEAM days, PLC’s, department and faculty meetings. Training is job embedded after the initial presentation of concepts. Summer curriculum and assessment development also provide opportunities for workforce development. Internally, staff development arises from PLC’s and department meetings. Teacher leaders or individuals with specific expertise provide workshops for special interest groups after school, or at faculty or TEAM day workshops. Other staff development is targeted toward specific groups due to work competencies. Reading specialists and special education teachers attended training on the Just Words and Wilson Reading System models; reading specialists and bilingual teachers received training on teaching reading to ELL students; Physical Education teachers, coaches and health staff received CPR and AED training. For new certified staff, workforce development occurs the first day of employment. New teachers attend a comprehensive orientation program to learn about the district vision, mission and goals. New staff or transfers are assigned a trained mentor. In line with NPD 117’s attempts to exceed expectations, the mentoring program 5.0 Workforce Focus

was developed prior to state requirements. Components are based on the Professional Teaching Standards and include the competencies necessary for teachers to progress from an initial to a standard certificate. Separate tracks for beginning and experienced teachers require different activities. Regular meetings are necessary, as are review of legal and ethical behavior, and reflective journals. The Mentor Coordinator holds National Board Certification, and assists those teachers desiring National Board Certification. To date, NPD 117 staff includes seven fully certified National Board Teachers. New principals engage in the principal mentoring program to foster leadership, organizational knowledge, performance improvement, innovation, change management and leadership ethics. Non-certified staff is oriented through specific departments and receive significant on-the-job training. For all employees, handbooks define and describe policies and procedures to govern legal and ethical behavior. Policies are reviewed at the new teacher orientation and by principals at the beginning of every year. 5.1b (2) At all levels, continuous learning is embedded in NPD 117 operations. Organizational learning includes continuous improvement of existing approaches, as well as changes leading to new goals and approaches. Learning needs are identified by the workforce through gap analysis and data review results informal discussion, PLC’s, TL and SLT meetings. Staff development needs are addressed through job embedded coaching, district staff development workshops, train-thetrainer models, professional library resources, benchmark visits and attendance at state, regional and other conferences. To build capacity, out of district attendees present findings to relevant staff upon return, in order to extend and refine what was learned and facilitate integration into classroom use or a PDSA pilot. NPD 117 is an Illinois state approved provider of professional education; therefore all opportunities must be aligned to district goals and learning standards. Transfer of knowledge from departing or retiring workers happens through informal conversation, transition planning and exit Page 24

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interviews. Job embedded coaching, as well as the mentoring programs reinforce new knowledge and skills on the job across all levels. 5.1 b (3) After every district professional development event, participants evaluate effectiveness of the presenter and the value of the training to classroom application. Criteria for continued use of a presenter require a rating of 4 on a 5 point scale. Evaluation forms offer a forum for comments, questions and suggestions, thus enhancing the opportunity for consistent feedback and program adjustment. 5.1 b (4) NPD 117 supports career progression for workforce groups. Initially, high performance is encouraged by involvement in decision making regarding the work environment, curriculum, instruction and assessment initiatives. Site based decision making allows considerable staff discretion, so long as processes support district goals. This provides time for professional discourse and decision making, increasing ownership and motivation to achieve targets. Providing the resources needed to identify and close gaps ensures each building is maximizes capacity and capability to meet district goals. Specific action plans are deployed through PLC’s, demonstrating agility and flexibility in a problem solving approach that builds staff capacity, addresses issues and exceeds expectations. Effective succession planning is described in 1.1 a (3). The superintendent actively reviews individual performance as a basis for consideration of advancement into key leadership position. This process ensures all staff selections are based on previous outstanding performance. Leadership is encouraged at the teacher level through TL positions and PLC leaders, providing opportunity for advancement to those displaying current leadership. Certification and endorsements are monitored during the application process, and regularly thereafter by Superintendent’s secretary. Prior to hire, credentials are confirmed on the Education Certification System. Paraprofessional credentials are reviewed by the Special Programs Director prior to hiring. Compliance reviews by the regional office of education support 5.0 Workforce Focus

monitoring efforts of proper certifications and licensing. The district pays for registration of all certified staff certificates; tuition reimbursement for certified staff and administrators encourages personal and organizational learning. Professional growth through graduate level courses is encouraged through the salary schedule. Beginning teachers are encouraged to earn master’s degrees through partial tuition reimbursement and the teacher evaluation instrument. When possible, the district partners with institutions of higher learning to provide cohort programs for additional certificates, master’s degrees or other areas of identified need. 5.1c (1) Assessment of Workforce Engagement During orientation, each employee is provided with a review and explanation of the evaluation process specific to their job responsibilities. Non-certified staff enter a ninety day probation period, after which the supervisory SLT member must attest to satisfactory work performance. Beyond this, ESP’s are assessed on a check-list of behaviors described in individual job descriptions, with areas for narrative comments regarding productivity, strengths and areas for improvement and attendance. The teacher evaluation system is critical to the determination of workforce engagement an development of a high performing staff. Evaluation methods should inspire growth and stress measures to be taken for performance improvement and goal attainment. Non-tenured certified staff receives two evaluations per academic year, in accordance with state regulation. Tenured certified staff is evaluated every other year, with a goal setting process for off-years. The evaluation instrument is a seven item scale addressing effective teacher behaviors, commitment to personal learning, and individual accomplishments toward classroom and district goals. Each item is operationally defined in the Evaluation Plan for Teachers, and the rating rubric is clearly indicated on the instrument. Consistent with striving for excellence, new teachers must earn an “above average” rating in order to be retained for a second year. Ratings are based on effective teacher behaviors aligned to the district philosophy and goals. Page 25

North Palos School District #117

NPD 117’s narrative component of the instrument focuses on the accomplishment of district and school goals, promoting engagement and high work performance characteristics. Overall performance

consists of strengths, areas of improvement, and opportunities for growth. The evaluation process for certified staff is outlined in Figure 5.1-1.

Certified Staff

Nontenure? New to district?

Yes

Conference and written report within ten days

Observation #1

No

Observation #1

Above average performance? No

Yes

Observation #2

Yes

Conference and written report within ten daysrehire

Non-tenure – release/ Tenured remediation from School code

Figure 5.1-1 Certified Staff Evaluation Process SLT members self-evaluate based on standards derived from the book What Principals Should Know and Be Able to Do. Each self evaluation is shared with the Superintendent for feedback, validation and goal-setting for the following year. Cabinet members meet with the Superintendent to discuss yearly goals and provide monthly feedback based on the goals. At the end of the year, Cabinet members provide a department report included in the State of the District Report. Cabinet members are also informally evaluated by the Superintendent based on participation in weekly meetings. 5.0 Workforce Focus

5.1c (2) In NPD 117, collaborative work planning, open communication, shared decision making, PDSA pilots and systematic work processes and evaluation all provide indicators of workforce engagement and innovation. Professional development needs are highlighted through these processes, and addressed proactively to improve organizational results. The high level of workforce engagement is evident in the effort and commitment of staff, receipt of ISBE awards and high student achievement. Improved stakeholder satisfaction and an A+ financial ranking are further evidence Page 26

Goal Setting next year

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of engagement and production of desired results. 5.2 Workforce Environment 5.2 a.(1) Workforce Capability and Capacity NPD 117 operates on a core value of organizational and personal learning, and recognizes the necessity of an educated and competent workforce to engage in continuous improvement processes. In order to assess workforce capacity needs, competencies, and staffing levels, NPD 117 consistently monitors changing regulatory environments and state and federal mandates. Weekly PLC and cabinet meetings, monthly SLT, faculty, department, and TEAM day meetings, as well as quarterly data reviews all provide insight into core competency needs. Yearly review of the strategic plan process through SLT, TL/Curriculum meetings and State of the District Reports contribute to workforce assessment of capacity needs. Individual capacity needs are determined through these processes, as well as the evaluation system for certified and non-certified staff members. All workforce learning opportunities support the three district goals outlined in the strategic plan. Cabinet members and building leadership are evaluated based on the processes listed in 5.1c (1) and their ability to optimize department performance so the district mission can be accomplished. Principal evaluations focus on student achievement targets and workforce development, as well as facilitating a shared vision and culture of collaboration. Evaluations are the foundation for assessment of capability and capacity needs, determining improvements for the following year. Principals then generate action plans to remediate capacity, strategic or operational issues prohibiting goal achievement. Capacity needs for specialist positions or for those with scarcity of applicants are addressed by increasing the scope of recruitment or finding methods to provide or support necessary training from within the district. 5.2a(2) Given the strategic challenge of increasing enrollment of IEP and ELL students, NPD 117 placed greater emphasis on recruitment and induction of highly qualified staff members. In addition to traditional methods, outreach includes posting on electronic job boards at Universities, contacting professors working with potentially qualified teachers, and attending job fairs targeted toward special 5.0 Workforce Focus

education, ELL and Bilingual educators. For paraprofessionals, standard recruitment methods are used; however preference is given to those who speak one of our target languages. Given district diversity, NPD 117 strongly considers all applicants with multiple endorsements, bilingual skills or ethnic heritage reflective of our community. In general, hiring is accomplished through based upon district needs. Procedures are in accordance with the EEOC and collective bargaining units, and recruitment efforts are directed at both the local and state levels. All resumes and credential packets are screened by the Superintendent and forwarded to principals. Interview processes and questions are aligned to district expectations and core competencies for all instructional and operational employees. The interview process has changed to joint interviews with other SLT members, facilitating flexibility in placement. Placement occurs in accordance with certification, strengths and the “best – fit”; for example, the ability to provide effective instruction to meet the needs of stakeholders. Preference is given to candidates with multiple certifications or endorsements to increase job flexibility and work assignments across the district. Principals engage in a structured interview with selected candidates, and make recommendations as a team. All new staff are hired pending a district paid, comprehensive background check. All new certified staff attend the New Teacher Orientation and are entered into the mentoring program described in 5.1b (1). Candidates for leadership vacancies are recommended for hiring after interview by a diverse committee of Cabinet, SLT and TL members. A formal ranking of candidates results in group consensus. Final decisions for are made by the Superintendent. The BOE is the actual hiring body of the district and must approve all recommendations. 5.2 a (3) Management of the workforce is the responsibility of building and district leadership. This is accomplished through the district philosophy, shared decision making processes, communication tools, organizational learning approaches and evaluation systems. Management by Cabinet members begins with their departmental plans and goals, provided to the superintendent on a monthly basis. Each plan envisions ST and LT goals for the department as well as deployment and evaluation methods. For each plan, Cabinet Page 27

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members appraise the work capacity of department members, and provide training and support as needed to accomplish the plan. Weekly Cabinet meetings provide a forum for discussion and collaboration on departmental plans, PDSA pilots, progress reviews and information sharing. At the building level, principals monitor and manage processes by focusing on student achievement targets with PLC’s, PDSA pilots and quarterly data reviews providing the basis for improvement planning. All activities are aligned with district goals, thereby reinforcing a focus on students, stakeholder requirements and effective operations. The timely nature of each forum allows the staff to address strategic challenges and agility in response. Building action plans generated from quarterly data reviews structure and facilitates management of work processes. The quarterly data review process enables each level of the school to demonstrate agility and innovation through consistent, timely monitoring of data, allocation of resources and the impact of professional development on short and long term goals. Each plan contains an operational definition of the goal, strategies to reach the goal and who is responsible for implementation of the strategies. The plans also contain evaluation components to determine success or need for improvement. 5.2 a (4) NPD 117 engages in training, support and formal education to prepare our workforce for changing capability and capacity needs. Careful review of data, enrollment and demographic trends, and monitoring of state and federal mandates allows us to anticipate changes that may impact our district. Therefore we are able to proactively provide training. In addition, partial tuition reimbursement is available, as is internal support through district staff development, TEAM days and PLC’s. Fortunately NPD can leverage the current strategic advantage of sound financial status to avoid workforce reductions. This advantage was accomplished through careful financial stewardship of resources and successful passage of a referendum in 2005. In addition, changes in recruitment and hiring described in 5.2 a (2) allows agility in assignment rather than reduction in force. When the need for reduction occurs, NPD 117 follows the process outlined in the collective bargaining agreement. 5 b.(1) Workforce Climate

5.0 Workforce Focus

Safety and security of our workforce is of utmost importance in NPD 117. Toward this end, all buildings have secured entry-ways, passable only with video surveillance from an office staff member. At the junior high, the three full time security monitors provide supervision of entrances, bathroom and hallways along with school staff. The Building and Grounds department assigns staff to weekend security detail and all Cabinet members carry cell phones in case of emergency. NPD 117 works closely local fire and police departments and meets annually as a “first responder” team to revise the district crisis plan in response to changing requirements. All schools participate in mandated fire, tornado and bus evacuation drills as well as intruder lock-down drills. After each fire and lock-down drill, fire and police officials provide suggestions for improved safety of staff and students. ESDA staff work proactively and cooperatively with school staff to provide safe and orderly evacuation and disaster management. Procedures for ensuring workforce health, safety and security vary relative to job responsibilities. Training for all new employees occurs during orientation and periodic reviews of information reinforce workforce knowledge. Principals address environmental factors, teaching, support and custodial staff through written communication, meetings, reviews of procedures and proactive planning. Topics for review include crisis plans, fire and disaster safety protocols, building and classroom safety procedures, classroom management and student safety within the building and on playgrounds. Such information is provided in employee handbooks, but is reviewed in August and throughout the year as necessary. Telephones in every classroom, as well as two way radios, ice packs, and first aid kits provide for safety procedures at recess and outdoor events. Procedures for custodians in terms of safe and effective use of ladders, lawn mowers, snow blowers and other equipment are provided by the Director of Buildings and Grounds. Employee health benefits include medical, dental and vision insurance for all employees, subsidized by the district according to the collective bargaining agreements. Annual wellness screenings and flu shots are offered for employees and related family members covered by district insurance. This screening allows employees to maintain good health and identify and address health concerns in a proactive manner. Such practices reduce potential for Page 28

North Palos School District #117

time missed due to illness, improving efficiency and effectiveness of the workforce. Feedback loops are in place to provide information on safety and welfare needs of the workforce, including safety committee meetings, staff meetings and informal conversations. As a result of this process, areas in need of repair or preventive maintenance come to the attention of the SLT members for timely resolution. Preventive maintenance is conducted over breaks and summer as much as feasible to improve efficiency while minimizing disruption to the educational environment. Workman’s compensation benefits are available for employees injured while performing job responsibilities. Incidents are reported to employees on OSHA 300 forms to increase awareness of potential hazards in the workplace. Compensation claims and accident reports are used as a measure of improving workplace safety, and therefore are reviewed at the time of incident by the Business Manager and Director of Building and Grounds. These are also reviewed annually to assist in proactive planning. Currently results of two previous years place the district in a “Target Risk Control” status, indicating the need for training or additional steps to decrease accidents. To address this challenge, SLT and building staff will develop action plans to address potential hazards, reduce risks and protect employee well-being. In turn this will reduce the number of claims and therefore, insurance premiums, improving effectiveness and efficiency of operations.

medical expenses not covered by insurance. Currently, all certified staff have the option of 403 (b) accounts and anyone over fifty years of age can opt into a 457 plan, both of which offer the opportunity to shelter money for retirement purposes.

5.2 b (2) The compensation package for NPD 117 employees includes competitive salaries, health and dental insurance for certified staff and for non-certified staff employed for at least twenty hours per week. This district changed employee prescription coverage to lower administrative costs and allow more options for discounts on medications used by district employees. Each employee receives ten paid sick days and two personal days on an annual basis. Bereavement and sick leave are granted within the realm of accumulated sick and personal leave time. Life insurance and disability insurance, workman’s compensation, unemployment insurance are all granted at no cost to the employee. Staff members are also provided the opportunity to participate in a Section 125 plan savings account that allows opportunity to shelter health care premiums, child care expenses and finances to pay for 5.0 Workforce Focus

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6.0 Process Management 6.1 Work Systems 6.1 a (1) Work Systems Design As noted in P.1a (2), NPD 117 operates within a culture of continuous improvement, steadfast in desire to become a “beacon of excellence”. The mission and vision embrace a moral and ethical obligation to educate all students and a deeply held conviction that every student can learn. Toward this end, NPD 117’s vision is “to become a benchmark school district based on student academic performance, stakeholder satisfaction, and effective, efficient operations”. The NPD 117 mission and vision statements embody the primary purpose of work systems in the district, thus impact their design. Emphasis is on partnering with stakeholders to create a positive educational culture fostering excellence and insuring each student will realize potential as a socially responsible, life long learner. Educational programs, support services, professional and community partnerships are designed specifically to reach each student. NPD 117’s core competency is its ability to develop and maintain work systems and processes to provide a quality education to all students, regardless of ability or language level, demographic indicator, or disability. NPD 117’s most important work systems that promote achievement are curriculum, instruction and assessment based on the strategic plan. Vertical and horizontal alignment provides a unique strategic advantage over competitors. In order to drive the core competency and allow for innovation, work processes are designed within the core value of continuous improvement and embedded throughout school culture. This is evident through deployment of methods such as our strategic planning process, PDSA pilots, action plans, and the quarterly quality data review process. High leverage strategies and quality tools are used to increase stakeholder input, understanding, and engagement. Deployment occurs through weekly PLC’s, faculty trainings and meetings, and the teacher evaluation system. One foundation for the core competency is assessment data collected in Attachment A. Formative measures assess progress to make adjustments in curriculum, instruction or support, and develop individual student action plans. Over time, these processes have become proficiencies, a part of school culture that contributes to NPD 117’s strategic advantage. 6.0 Process Management

NPD 117 purposefully designs work systems to include vertical articulation and alignment as well as horizontal work system teams. The district organizational chart (Attachment B) ensures vertical and operational accountability. Horizontal alignment occurs through department or grade level teams. Common plan and PLC’s provide a forum for data review, discussion of student centered needs, development of action plans, and professional development centered on best practice research. SMART goals are generated aligned to the district vision, progress is monitored; and work processes adjusted. To sustain continuous improvement, SLT members are committed to the core value of organizational and personal learning. Action research based professional development ensures the knowledge and skills necessary to be effective and innovative. Data reviews determine internal or external work processes, depending on the expertise of the workforce and the importance of process in achieving district goals. For example, curriculum, instruction and assessment are integral parts of teaching practice and a specialty of our workforce; these processes are therefore internal. NPD 117 first looks internally for expertise; otherwise services are contracted with external providers. All training is ongoing and job-embedded to build proficiency and capacity. 6.1 a (2) Curriculum, instruction and assessment are integrally linked to other key work processes and systems. Providing quality education for every student is one of our strategic capabilities and core competencies. The PDSA model of continuous improvement and quarterly data reviews are overall drivers and organizers of NPD 117 work systems. Through these processes current, trend and benchmark data are used for gap analysis and needs identification. Root causes are identified in curriculum, instructional practice, pacing, assessment refinement, or professional development. Data reviews highlight current practices to be standardized and those that need adjustments. Action plans are developed with attention to impact on existing systems and processes. Monitoring and evaluation criteria are developed to ensure fidelity and systematic deployment. In-process indicators are determined for agility in midcourse corrections. Major curriculum revisions are conducted during paid summer sessions to provide adequate engagement time. Innovation is fostered through benchmarking and site-visits, Page 30

North Palos School District #117

and using comparative data to set targets. Minor revisions occur at common plan, TEAM day and department meetings, or paid after school hours. Recommendations for change must be supported by evidence of improved performance. Modifications are implemented, and the continuous improvement cycle begins again. Effective instructional work system development follows the same model, with participants involved in needs assessment and planning. Techniques are piloted; results are monitored through PLC’s. All district work systems generally follow this systematic approach of PDSA system design and innovation. The strategic plan guides short- and long-term initiatives. The quarterly data review allows monitoring and adjustment of the process and systems. NPD 117’s objective is to ensure all systems and processes are aligned vertically and horizontally to capitalize on our core competencies, promote student achievement and accomplish district goals. 6.1b. (1) Key Work Processes All key work processes in NPD 117 are directly related to the student-centered mission and core competency of providing excellent education. Each workforce segment, including teacher, paraprofessional, secretarial, custodial and transportation personnel is charged with responsibilities that support the district goals. Our core competency contributes to student and stakeholder value because quality education is identified in the strategic plan. Financial return is optimized by stakeholder support of district operations; in turn increases in property value based on high achieving school benefits the community. Sustainability is fostered through systematic deployment and repetition of key work processes such as those in Figure 6.1-1. Student Support Processes: ASSETS EC/Preschool, Screening, Registration Preschool Transition from EC to Kindergarten/ Kindergarten Assessment Math and Reading Intervention Programs Student Support Team/IDEA Meetings

6.0 Process Management

Professional Growth Processes: Certified and Non-certified Staff Evaluation Mentor Program Ongoing job embedded coaching Tuition reimbursement Instructional Support Processes: Curriculum Development Process Quarterly Quality Review Process Technology Integration Operations Processes: Budget Development and Purchasing Systems Complaint Management Custodial Functions, Facilities Management and Usage Resource Allocation Transportation System 6.1-1 Student Support Processes 6.1 b (2) Successful schools are organized around student learning. Stakeholder input, classroom observation, evaluation of teaching practice, and review and analysis of processes ensure alignment of systems. Curriculum, instruction, assessment and other district key work process requirements are determined through multiple inputs and review of the strategic plan, systems thinking, continuous improvement models and PDSA pilots of research based interventions. This approach is graphically represented in Figure 6.1-2. Through item analysis on regular formative assessments, instructional staff drills down to individual student data, anticipating and preparing for individual differences in student learning capabilities, rates and styles. Through the quarterly review process and gap analysis, needs are identified, instruction is adjusted and

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North Palos School District #117

Review past/trend

data (STUDY) Stakeholder Requirements

Benchmark successful schools (PLAN)

(PLAN)

Quarterly Data Review SelfAssessment (STUDY)

Gap Analysis (STUDY) Action Plan (DO)

ACT

Review Study

(PLAN)

Revise (DO)

6.2 Work Processes

Outcome Measures Increased Student Achievement

Stakeholder Satisfaction

Effectiveness and Efficiency

Figure 6.1-2 PDSA Improvement Process directed student support services designed to meet individual needs are initiated. These support processes are reported in Figure 6.1-1. Professional development ensures all students 6.0 Process Management

are engaged in active learning designed to meet the mission statement of maximizing student potential. This same process defines specific strategies for addressing instructional needs of students in identified programs such as IEP, ELL, Title I and EC, maintaining alignment to district goals. 6.1 c. Emergency Readiness As noted in sections 1.2 b (1) and 5.2 b (1), NPD 117 proactively developed a comprehensive crisis management plan in collaboration with local police, fire and ESDA personnel. The crisis plan delineates responsibilities for each staff segment, describes drills and evacuation plans, and contains a “quick reference guide” and flip book to easily access procedures. The plan is reviewed twice per year by principals and adjusted annually with “first responders” in May. As a result, evacuation drills were modified to increase effectiveness. Further efforts include locked entrances, security monitors at the junior high and photo identification badges for staff and students. Critical student information is kept in a secure location with designated staff persons assigned to retrieve it in case of evacuation. Emergency readiness for facilities is monitored through regular custodial building inspections as well as boilers, heating and air conditioning units to determine need for repairs and continuity of building operations. Readiness for technological emergencies and recovery systems is outlined in section 4.2 b (2).

6.2 a. Work Process Design NPD 117 designs and innovates work processes to meet key requirements through continual assessment of each process and it’s alignment to the strategic plan and district goals. Process maps are used to define each discrete step. When designed, each work process is reviewed relative to purpose, impact on systems and the cost-benefit of its ability to move the district toward goal attainment. Each design is systematic, based on data so deployment across the district is consistent. Data review and analysis coupled with a continuous improvement culture contributes to the integration of new technology, organizational knowledge and need for agility. Changes to one system often drive simultaneous improvement in others, creating a synergistic effect. The work system in NPD 117 thrives on focused, targeted work processes; as new information becomes

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available, value to strategic goals and previous evidence of positive results is required. Streamlining processes and creating efficient structures often result in improvements in quality, cost, and productivity. NPD 117 regularly monitors productivity and outcomes. Meeting times are systematic methods to provide immediate sharing of success and discussion of obstacles to avoid re-work and errors. 6.2b (1) NPD 117 believes workforce engagement is ongoing; stakeholders should have input into its design and deployment. Constant feedback on frequency and fidelity of implementation through processes reported in 3.0 ensure they meet design requirements. NPD 117 schools operate as a learning community driven by a PDSA model of performance improvement and a culture of shared responsibility and accountability. This provides a foundation for collection and analysis of in-process measures. Ineffective processes are targeted for the PDSA cycle of improvement. Key work processes are deployed after all relevant participants receive systematic training on effective implementation. Employees assess effectiveness based on in-process measures. Stakeholder input is collected through methods reported in 3.0, and 6.2a, and reviewed regularly at PLC’s, TEAM day meetings, TL/Curriculum and SLT meetings. Overall work process data is shared during the quarterly data review process, initiating the PDSA cycle. NPD 117 uses graphical representation of processes and their outcomes to educate stakeholders and support organizational improvement. For example, key in-process measures for improving satisfaction include cohort survival projection of enrollment, student and parent attendance at school events, PTSA and advisory memberships, and survey results. 6.2b (2) Stakeholder input and strategic planning are the foundation for work processes. Process review determines effectiveness through a defined improvement cycle. Principals and SLT preventing variation in implementation of curriculum, instruction and assessment, as disparity in processes may lead unreliable data and inaccurate assessment. To reduce variability, NPD 117 uses systematic processes to include all appropriate stakeholders, deployed consistently throughout the organization. Professional development provides systematic training to reduce error and rework, thus reducing personnel and material costs. 6.0 Process Management

6.2 c. Work Process Improvement SLT members and TL provide leadership for the PDSA cycle. Data from stakeholder groups, quality reviews and action plan results provide focus on needed improvements and specific desirable outcomes. Task accountability and target dates are assigned, necessary resources and costs determined. Agility is facilitated through common plan, weekly PLC or TL and monthly staff, TEAM or SLT meetings. During the action phase, a detailed deployment plan is generated with in-process measures, definition of improvement and outcome results determined in advance. Data collection provides evidence for necessary modification or expansion to other areas. Maintaining the PDSA cycle contributes to improved work processes, better performance, positive outcomes and reduced variability. Pilots are revised after collection of in-process measures, keeping them up to date and capable of addressing current needs. The quarterly data review process is a measurement plan designed to make effective use of formative and summative assessment measures and to train staff to think through problems and processes that may result in better outcomes. Every review requires consideration of the purpose, stakeholder needs and design requirements relative to internal human and material resources. Gap analysis provides information for adjustment. When engaged in core competencies, regularly measuring student achievement data is essential. Teachers complete item analyses after assessments to determine mastery and opportunities for improvement. Comparative data and gap analysis generate action plans. Academic targets are established; assessment criteria and instruments determined and the new design system forged in a PDSA basis. NPD 117 shares work process improvements with others through purposeful articulations, Institute, TEAM day, department and TL meetings, PLC’s advisory groups. One formal process includes participation in the ILS study and inclusion in the Best Practices in School Improvement referenced in section P.2c. In addition, an informative article on district processes will appear in an upcoming issue of the Association of Supervision and Curriculum Development. NPD117 learns from other organizations through professional development, site visits and comparison work process data.

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7.0 Results

3rd Grade ISAT Reading 2003-2011 Comparison

The BOE and SLT of NPD 117 believe that measurement of results aligned to district goals provide the most important data for determining the overall success of the district. These three measurements are: • Student achievement data as measured by the Illinois State Testing Program (included in 7.1). • Stakeholder satisfaction for stakeholder groups: students, parents, and staff (included in 7.2).

Percent Meets/Exceeds

7.1 Student Learning Outcomes

2003

Gr.3 11.8 0.20 2.90 7.20

Gr.5 24.7 5.30 -0.2 0.20

Gr. 8 20.8 9.10 5.20 -3.3

Figure 7.1-1 ISAT two year growth in percent Figures 7.1-2 through 7.1-7 display trend data from 2003 – 2009, based on the overall percentage of NPD 117 students meeting or exceeding state standards on ISAT. It is evident NPD 117 has demonstrated significant improvement over the past seven years.

7.0 Results

2009

2011 Target

Percent Meets/Exceeds

5th Grade ISAT Reading 2003-2011 Comparison 100.0 90.0 80.0 70.0 60.0 50.0 2003

2006

2009

2011 Target

Figure 7.1-3 ISAT Reading Grade 5

8th Grade ISAT Reading 2003-2011 Comparison Percent Meets/Exceeds

District NPD 117 Palos 118 Orland 135 Tinley 140

2006

Figure 7.1-2 ISAT Reading Grade 3

• Financial health as measured by balances and A+ financial recognition (included in 7.3, 7.5). 7.1a Student Learning Results The primary evaluation measure for NPD 117’s summative learning outcomes for reading and mathematics is the ISAT. Initiation of NPD 117’s continuous improvement framework yielded outstanding results. Cumulative results for grades 3, 5 and 8 for the first two years indicate significant improvement in every subject at every grade level. Based on cumulative growth rate percentages, NPD 117 shows high levels of achievement despite significant mobility rates, percentages of FRL and LEP students (Figure 7.1-1). NPD 117’s cumulative growth rate far exceeded other D230 partner districts, providing evidence of successful progress toward goals and measurements #1 and #2.

100.0 90.0 80.0 70.0 60.0 50.0

100.0 90.0 80.0 70.0 60.0 50.0 2003

2006

2009

2011 Target

Figure 7.1-4 ISAT Reading Grade 8

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3rd ISAT Reading 2003-2009 NPD 117 vs. State of Illinois

100.0 90.0 80.0 70.0 60.0 50.0

100

2003

2006

2009

2011 Target

Percent Meets/Exceeds

Percent Meets/Exceeds

3rd Grade ISAT Math 2003-2011 Comparison

90 80 70 60 50

Figure 7.1-5 ISAT Math Grade 3 NPD 117

State of Illinois rd

Figure 7.1-8 NPD 117 with State-3 Reading

100.0 90.0 80.0 70.0 60.0 50.0

5th ISAT Reading 2003-2009 NPD 117 vs. State of Illinois 100

2003

2006

2009

2011 Target

Figure 7.1-6 ISAT Math Grade 5

Percent Meets/Exceeds

Percent Meets/Exceeds

5th Grade ISAT Math 2003-2011 Comparison

90 80 70 60 50

NPD 117

100.0 90.0 80.0 70.0 60.0 50.0

th

8th ISAT Reading 2003-2009 NPD 117 vs. State of Illinois 2003

2006

2009

2011 Target

Figure 7.1-7 ISAT Math Grade 8 Further evidence of success is comparison of NPD 117 scores against those of the state. Figures 7.1-8 through 7.1-13 demonstrate NPD 117’s results beginning near state average in 2003, and consistently increasing far beyond those of the state. Given that provision of a quality educational experience is a stakeholder requirement in the strategic plan, these display measures of success for goal #1 and #2. 7.0 Results

State of Illinois

Figure 7.1-9 NPD 117 with State- 5 Reading

Percent Meets/Exceeds

Percent Meets/Exceeds

8th Grade ISAT Math 2003-2011 Comparison

100 90 80 70 60 50

NPD 117

State of Illinois th

Figure 7.1-10 ISAT with State – 8 Reading

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3rd ISAT Math 2003-2009 NPD 117 vs. State of Illinois

percentages of students with FRL status as displayed by Figures 7.1-14 through 7.1-19.

3rd ISAT Reading 2003-2009 Multi-District Comparison

90 Percent Meets/ Exceeds

Percent Meets/Exceeds

100

80 70 60 50

NPD 117

95 90 85 80 75 70 65 60 2003

State of Illinois rd

Figure 7.1-11 NPD 117 with State -3 Math

5th ISAT Math 2003-2009 NPD 117 vs. State of Illinois

2009

NPD 117

La Grange 105

Ridgeland 122

Alsip 126

rd

7.1-14 3 Grade Reading Multi-District

100

5th ISAT Reading 2003-2009 Multi-District Comparison

90 80

Percent Meets/ Exceeds

Percent Meets/Exceeds

2006

70 60 50

NPD 117

State of Illinois

95 90 85 80 75 70 65 60 2003

2006

2009

th

Figure 7.1-12 NPD 117 with State – 5 Math

8th ISAT Math 2003-2009 NPD 117 vs. State of Illinois

La Grange 105

Ridgeland 122

Alsip 126

th

7.1-15 5 grade Reading Multi-District

100

8th ISAT Reading 2003-2009 Multi-District Comparison

90 80

Percent Meets/ Exceeds

Percent Meets/Exceeds

NPD 117

70 60 50

NPD 117

State of Illinois

100 80 60 2003

NPD 117 Ridgeland 122

2006

2009

La Grange 105 Alsip 126

th

Figure 7.1-13 NPD 117 with State – 8 Math NPD 117 maintains a competitive position among comparison districts of similar size and 7.0 Results

th

Figure 7.1-16 8 grade Reading Multi-District

Page 36

North Palos School District #117

100 95 90 85 80 2003

2006

2009

NPD 117

La Grange 105

Ridgeland 122

Alsip 126

rd

Figure 7.1-17 3 Grade Math Multi-District

100 90 80

60 2003

2006

2009

NPD 117

La Grange 105

Ridgeland 122

Alsip 126

th

Figure 7.1-18 5 grade Math Multi District

Percent Meets/ Exceeds

8th ISAT Math 2003-2009 Multi-District Comparison 100 90 80 70 60 50 2003

2006

2009

NPD 117

La Grange 105

Ridgeland 122

Alsip 126

School District

IEP % Meet/Exceed

70

Schools

Percent Meets/ Exceeds

5th ISAT Math 2003-2009 Multi-District Comparison

Results of this magnitude are only possible through deployment of an integrated management system and systematic processes aimed at continuous improvement. As a result of these processes, all three eligible NPD 117 schools received the 2009 Illinois Academic Excellence Award, the highest award given by the Illinois State Board of Education. In order to receive this honor, schools must demonstrate at least 90% of students met or exceeded standards in reading and mathematics for at least three consecutive years. In addition, Academic Excellence schools must have achieved Adequate Yearly Progress for the past two years. Oak Ridge School also received the Academic Excellence Award in 2008,and Academic Improvement Award in 2005. Conrady Jr. High earned the Illinois Academic Improvement Award in 2005, 2006 and 2007. Further evidence of NPD 117’s success is available when reviewing subgroup populations. As noted in P 2b, increasing numbers of IEP, FRL and ELL students are one of NPD 117’s strategic challenges. Figure 7.1-20 displays summary results of IEP students compared to more affluent districts. Despite higher numbers of FRL students, more NPD 117 IEP students meet and exceed standards.

Enrollment

Percent Meets/ Exceeds

3rd ISAT Math 2003-2009 Multi-District Comparison

North Palos 117 2571 4 68.3 Orland Park 135 5581 10 57.4 Kirby 140 4082 7 51 Tinley Park 146 2406 5 53.9 Lemont 113A 2625 4 50 Flossmoor 161 2539 5 44.4 Antioch 34 3095 5 51.8 Mount Prospect 2087 4 63 57 Figure 7.1-20 Comparison Districts IEP M/E Another priority for NPD 117 is closing the achievement gap between our students with IEP’s and the remainder of the student body. Figures 7.1-21 through 7.1-25 display trend data indicating the gap is closing in every grade level reading and math.

th

Figure 7.1-19 8 grade Math Multi-District

7.0 Results

Page 37

IEP Achievement Gap Decline 3rd Grade Reading

IEP Achievement Gap Decline 3rd Grade Math

60 50 40 30 20 10 0

60 50 40 30 20 10 0

Number Below

Number Below

North Palos School District #117

2003

2006

2009

rd

2009

rd

IEP Achievement Gap Decline 5th Grade Reading

IEP Achievement Gap Decline 5th Grade Math

60 50 40 30 20 10 0

60 50 40 30 20 10 0

2003

2006

2009

th

Figure 7.1-22 5 Grade Reading Gap Decline

2003

2006

2009

th

Figure 7.1-25 5 Grade Math Gap Decline

IEP Achievement Gap Decline 8th Grade Reading

IEP Achievement Gap Decline 8th Grade Math

60 50 40 30 20 10 0

60 50 40 30 20 10 0

Number Below

Number Below

2006

Figure 7.1-24 3 Grade Math Gap Decline

Number Below

Number Below

Figure 7.1-21 3 Grade Reading Gap Decline

2003

2003 th

2006

2009

Figure 7.1-23 8 Grade Reading Gap Decline

2003

2006

2009

th

Figure 7.1-26 8 Grade Math Gap Decline Research indicates low SES is one of the greatest obstacles to increasing student achievement; however Figure 7.1-27 indicates composite 84.2% of NPD 117 FRL students are meeting/exceeding standards. This percentage surpasses comparison districts of similar size but lower percentage of FRL students.

7.0 Results

Page 38

% Meets/ Exceeds

2571 5581 4082 2406 2625 2539 3095 2087

4 10 7 5 4 5 5 4

35% 12% 2% 23% 6% 29% 17% 6%

84.2 75.4 58.3 73.2 67.9 70.9 69.7 82.9

Figure 7.1-27 Composite FRL M/E In Figures 7.1-28 and 7.1-29, composite ISAT data for the LEP subgroup is displayed and then compared to local districts with similar enrollment, percentages of LEP and FRL students; therefore comparison districts do not exactly match those listed in P2 a(3).

LEP Students Meeting or Exceeding ISAT Reading and Math 30

34 21

26

20 10 0 2003

2006

2009

Percentage Meets/Exceeds

Figure 7.1-28 ELL M/E Composite

09 to 10 Avg Growth 2.0 1.6 1.2 0.8 0.4 0.0

Annual ACCESS testing assesses ELL students in listening, speaking, reading, and writing. Scores demonstrate progress and provide data for improvement of instruction, exiting the program, and verification of Annual Measurable Achievement Objectives (AMAO). ACCESS data from 2008 and 2009 is displayed in Figure 7.1-30. The average gain in Composite Language Skills for 2009 was 0.8. Detailed analysis highlighted that performance is not as strong in reading as in math. PLC’s will address this issue by focusing on instructional strategies. NPD 117 prides itself on meeting needs of all students, including those already meeting ISAT standards. Enrichment and extension of curriculum results indicate more students exceeding standards in Figures 7.1-31 through 7.1-34.

ISAT Overall Meets/Exceeds LEP Students 80 60 40 20 0

08 to 10 Avg Growth

7.1-30 ELL ACCESS results

5th Grade ISAT Reading 2003-2009 Exceeds Percent Meets/Exceeds

Percentage

40

Average ACCESS Proficiency Level 2009-2010 and 2008-2010

Growth Percentage

Low Income

North Palos 117 Orland Park 135 Kirby 140 Tinley Park 146 Lemont 113A Flossmoor 161 Antioch 34 Mount Prospect 57

Schools

School District

Enrollment

North Palos School District #117

40.0 30.0 20.0 10.0 0.0 2003

2006

2009

th

7.1-29 ELL Composite with Comparisons 7.0 Results

Figure 7.1-31 5 Grade Reading Exceeds

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North Palos School District #117

Percent Meets/Exceeds

8th Grade ISAT Reading 2003-2009 Exceeds 40.0 30.0 20.0 10.0

groups, face – to-face communication, community meetings and other informal measures. Parent surveys are distributed during Open Houses, consistently asks “Are you proud to be a District 117 parent?”, and “Are you satisfied with the educational program in District 117?” Figures 7.2-1 and 7.2-2 indicate significant growth in this area over time. Survey Question

0.0 2003

2006

2009

th

Figure 7.1-32 8 Grade Reading Exceeds

Overall Satisfaction (are you proud to be a NPD117 parent?) Satisfaction with educational programs

20032004

20092010

68%

98%

78%

99%

Figure 7.2-1 Overall Positive Satisfaction

Percent Meets/Exceeds

5th Grade ISAT Math 2003-2009 Exceeds 40.0 30.0 20.0 10.0

20052006

20062007

20072008

20082009

Quin Dorn Glen Oaks Oak Ridge

99% 99% 99% 98%

99% 99% 99% 100%

97% 97% 99% 98%

Conrady

NA

99%

97%

100% 88% 100% 99% 89% (11%NR)

Figure 7.2-2 Satisfaction rating by building

0.0 2003

2006

2009

th

Figure 7.1-33 5 Grade Math Exceeds

8th Grade ISAT Math 2003-2009 Exceeds Percent Meets/Exceeds

School

NPD 117 organized topical presentations on the mission, vision, and values as a function of the school improvement process. Figure 7.2-3 contains results of each year’s understanding of presentations. 20052006

20062007

20072008

20082009

20092010

Quin Dorn Glen Oaks Oak Ridge Conrady

95% 91%

97% 98%

100% 97%

99% 98%

98% 98%

94%

97%

97%

98%

98%

97%

98%

96%

96%

98%

98%

98%

98%

97%

98%

2005 2006 2007 2008 2009

NCLB Act District Belief Statement District Core Values Professional Learning Communities District Vision

School

40.0 30.0 20.0 10.0 0.0 2003

2006

2009

th

7.1-34 8 Grade Math Exceeds 7.2 Customer Focused Outcomes 7.2 a (1) Student and Stakeholder Focused Results NPD 117 identifies stakeholder satisfaction through annual surveys, advisory

7.0 Results

7.2-3 Understanding of Presentations NPD 117 also strives to be responsive to stakeholder needs and provide information based on those needs. Figures 7.2-4 and 7.2-5 detail the number of affirmative responses for information on topics and strategies listed below: Page 40

North Palos School District #117

Assessment Preparation

Math

Dorn Glen Oaks Oak Ridge Conrady

Reading

Homework/ Organization Skills

2005-2006: D/GO/OR/C Surveyed 2006-2007: D/GO/OR/C Surveyed

154 / 221

92/169

65/129

33/53

110 / 115

69/79

56/66

35/50

78 / 83

44/51

40/36

30/24

155/238

56/NA

30/NA

69/173

7.2-4 Number of Requests for Information per Topic

Quin Dorn Glen Oaks Oak Ridge Conrady

71 75 66 70% 55% 45% 27%

90 91 104 92% 69% 44% 56%

79 91 91 65% 56% 40% 30%

ExtraCurricular

Home-School Connections

ELL Enrichment

Parenting Strategies

2006-2007: All Schools Surveyed 2007-2008: Quin Only 2008-2009: Quin Only

79 111 81 54% 55% 43% 25%

7.2-5 Number of Requests per Topic In addition to quality educational programs, NPD 117 considers facility improvement on a regular basis. Due to recent expansion in enrollment, assessing stakeholder satisfaction with current facilities was necessary. Figure 7.26 and 7.2-7 display results of questions: Conrady Addition Results

2009-2010

Building addition 34% Renovations 35% New Building 25% No Response 6% Figure 7.2-6 Votes in Favor of Each Option 2006-2007: Does the building meet academic needs? 2006-2007 Quin 87%

7.0 Results

Dorn 97% Glen Oaks 98% Oak Ridge 91% Conrady 76% Figure 7.2-7 Parental Opinions on Facilities A second facet of goal #2 is building collective capacity of staff. With professional development to improve teaching skills, classroom teachers will benefit from training, strategies and coaching. Figure 7.2-8 summarizes professional development opportunities provided in the past five years. Several workshops were evaluated for employee satisfaction relative to topic, applicability to classroom and presenter knowledge of the topic. To be considered effective, the workshop must earn a rating of either four or five on a five point scale. Ratings Participants Topic >/=4 District Wide Professional 100% Learning Communities District Wide New Teacher 100% Orientation and Mentor Training District Wide Easy IEP 85% District Wide Second 85% Language Learners in the Bilingual classroom District Wide Reading 90% Strategies for At-Risk students Q/D 74% Collaboration Training GO/OR/C 95% Just Words GO/OR/C 95% Wilson Reading GO/OR/C 100% Math Manipulatives D/OR/GO 100% Writing Workshop D/OR/GO MAP training 100% D/OR/GO Differentiated 97% InstructionAccelerated Learner D/GO/OR 4 Block 100% D/OR/GO/C Special 90% Education/ELL Page 41

North Palos School District #117

Considerations st 21 Century 100% Learning Skills Conrady Collaboration 100% Training Conrady Differentiated 100% Instruction Conrady Hands On 100% Equations Conrady Guided 100% Reading Dorn Imagine 100% Learning Dorn Writing 100% Workshop Dorn Building 100% Blocks Figure 7.2-8 Professional Development To focus on the strategic challenge of increasing diversity, NPD 117 relies on input and collaboration of stakeholders. Translated registration information was posted in the community and all parents were provided mailings, presentations, conferences, workshops, and newsletters. Translators are provided for parent conferences to exchange information and better inform parents about school in the United States. Translated report cards are also available. Figure 7.2-9 summarizes the number of translators and translated report cards for 2009-2010. # of # of Parents Translated Using Report School Translators Cards at Sent Conferences Home Quin 70 60 Dorn 140 146 Glen Oaks 35 35 Oak Ridge 20 20 Conrady 17 N/A 7.2-9 Number of Parents Accessing Translating Services In addition to translators, NPD 117 partners with MVCC to provide English Language courses to non-English speaking parents. These courses teach parents English through the context of a program called “Parents as Educational Partners.” This program allows the opportunity to educate parents in specific methods to help their children with school, as well as the culture of the American educational system. Informal evaluation of this program D/OR/GO/C

7.0 Results

indicates a consistent cohort of fifteen parents who have provided positive verbal feedback to the instructor and NPD 117 staff. Increasing stakeholder satisfaction entails timely and efficient communication. To quickly inform our community and staff of school closings and other emergency information, NPD 117 began using SchoolReach, a web based autodialing system in 2007-2008; however it had a failure rate of approximately 7%. In a collaborative effort with SchoolReach, the model was redesigned at no additional cost. Figure 7.210 shows the decrease in failure rate. NPD 117 will continue to inform stakeholders through the web site, registration, and Chalk Talk. School Reach Emergency Phone System Failure Rate

2007-2008

2008-2009

7%

< 1%

Figure 7.2-10 SchoolReach Failure Rates One final effort to engage and support stakeholders is the Parent Access, the online grade-book at Conrady that allows students and parents to regularly review academic progress. Data related to access is displayed in Figure 7.2-11. Trend data is not available, as program inception was 2009-2010. Conrady Parent Access Total logins by parents: Total logins by students: Total logins by parents and students combined: Number of students whose records were accessed: Avg. length of visit (minutes): Avg. number of parent logins per day: 7.2-11 Parent Access Usage

34427 0 34427 655 / 976 (67.1%) 8.9 132.9

7.2 a (2), Articulation meetings are held at least four times annually between NPD 117 and D230. Additionally, D230 teachers co-taught selected eighth grade classes to increase awareness of NPD 117 curriculum. Articulation with partner school districts and D230 administration addresses service delivery and common concerns. A final measure of stakeholder satisfaction is maintenance of a safe and orderly environment. All schools in NPD 117 implement PBIS Page 42

North Palos School District #117

systems, and junior high school discipline referrals are tracked to assess progress. The graph below summarizes discipline referrals. Discipline Referrals 2003-2009 800

Figure 7.3-1 Education Fund (in millions) Another method is the five-year forecast.

PMA Financial Network, Inc. Five Year Financial Projections $70,000,000

600

$10,000,000

Revenues

Low Point Balance

$34,178,135

2012

Fund Balance

Figure 7.3-2 Projections 2007-2012 The forecast considers over 2,000 variables on the revenue and expenditure sides of the budget, allowing proactive budgetary adjustments. Figures 7.3-2 and 7.3-3 summarize projections (in millions) from 2007 – 20012 and 2010 to 2015 respectively.

PMA Financial Network Inc. FY End Year Balance Projections $40,000,000 $30,000,000 $20,000,000 $10,000,000 $0 2010 2011 2012 2013 2014 2015

200 3200 4

200 6200 7

200 9201 0

$14,765, $25,175, $29,053,

Expenditures $18,720, $22,006, $27,563,

7.0 Results

2010

$30,499,005

$35,000,000 $30,000,000 $25,000,000 $20,000,000 $15,000,000 $10,000,000 $5,000,000 $0

2007

$30,905,771

Trend Data: Education Fund Revenues and Expenditures

$0

$31,699,740

7.3a (1) Budgetary, Financial, and Market Results NPD 117 considers managing financial resources without compromising educational quality a critical priority. The BOE and administration review several key factors relating to financial health of the district. One of the most important is the revenue to expenditure ratio in all of the district funds, but particularly in the Education Fund. Prior to FY 2006, NPD 117 operated with a structural deficit in the education fund, with fund balances covering the deficits. Passage of a tax rate referendum in 2005 increased available revenue. As displayed in 7.3-1, NPD 117 maintained a surplus through the current fiscal year.

$28,557,284

$20,000,000

7.3 Budgetary, Financial, and Market Outcomes

$24,159,907

$30,000,000

$34,096,637

Figure 7.2-12 JH Discipline Referral Trends

$15,895,974 $20,815,212

$40,000,000

2003 2006 2009

$30,674,444

0

$50,000,000 $29,235,816

200

$60,000,000

$29,996,672

Discipline Referrals 2003-2009

400

FY-End Balances 7.3-3 Projections 2010-2015 A third method is displayed in Figure 7.3-4, the financial rating received from the ISBE. Financial rating is based upon five factors: fund balance to revenue ratio, expenditures to revenue ratio, days cash on hand, percent of Page 43

North Palos School District #117

short-term borrowing available and percent of long term borrowing available. For the last five years, district 117 has received a “Financial Recognition” rating, the highest rating available on the current rating scale.

Figure 7.3-4 Financial Recognition Certificate NPD 117 receives a significant amount of grant money to support educational programs. Figure 7.3-5 displays increases in total grant funds of $3.32 million since 2004, with IDEA and Title I grants experiencing the greatest growth. The IDEA Grant supports social workers, speech pathologists, school psychologists, and technology as well a inclusive all day kindergarten. Title I services support reading specialists from first through eighth grade.

Total Grant Funding Increase 2004-2010 $4,500,000 $3,000,000 $1,500,000 $0 2004

2006

2008

2010

Figure 7.3-5 Total Grant Funding Increases Allotted grants funds were used to support district academic goals including increasing teachers and funding professional development. As part of ARRA, NPD 117 received almost $1.12 million dollars more in grants, displayed in Figure 7.3-6. These grants added staff,

7.0 Results

including teachers and pupil services staff, as well as technology equipment. Grant Amount Title I $318,083 IDEA Flow Thru $602,430 IDEA Preschool $ 28,253 Head Start $ 14,476 Title IID $155,000 TOTAL $1,118,242 Figure 7.3-6 Total Grant Monies From ARRA 7.3 a(2) Figure 7.3-7 displays NPD 117’s return on investment . The cost per percentage point performance is calculated by dividing the district composite meets/exceeds score for all state tests into the average operating expenditure per pupil. For 2009, NPD 117 market performance results are compared against our benchmark districts and the state. As indicated, NPD 117 spends the second lowest amount of dollars per performance point. In order for the state to achieve the same percentage point performance as NPD117, it would require a per pupil expenditure of $12,109.53. Alsip-Hazelgreen spends the lowest amount of dollars; however their performance lags behind all comparisons. Return on Investment Index

Operating Cost per Pupil

ISAT 2009 Meet/ Exceeds

Cost Per Percentage Point Performance

NPD 117 Alsip Hazelgreen 126 Ridgeland 122 La Grange 105 State of Illinois

$11,390 $9,544

93% 82%

$122.47 $117.81

$10,812

85%

$127.20

$13,116

86%

$152.51

$10,417

80%

$130.21

Figure 7.3-7 Return on Investment NPD 117 does not track market share or position because the district is required by law to serve all students who reside within district boundaries. As noted in P.2a(1) NPD 117 does not view faith based schools as competitors. 7.4 Workforce-Focused Outcomes 7.4 a.(1) Workforce Results A primary measure of workforce engagement is the teacher evaluation system. NPD 117 teachers are evaluated twice per year according to the Illinois School Code until receiving tenure, Page 44

North Palos School District #117

then every other year. The instrument consists of seven performance categories including planning, preparation, lesson implementation, professional development, classroom management and control, and attendance. To be retained, BOE policy requires teachers to earn an “above average rating”. Continuous professional growth supports teachers as they move from “above average” to “excellent”. Although teacher attrition is not formally tracked, minimal numbers leave NPD 117 due to dissatisfaction with the district. Most who leave do so for relocation or promotion. Most years, one to two staff are non-renewed if they do not meet expectations. Workforce engagement is also measured by staff participation in continuing education courses and professional development. As evidenced by the events detailed in 7.2, NPD 117 places high priority on increasing staff capacity. Financial resources of $601,873 have been directed at supporting these efforts since 2003. Figure 7.4-1 displays trend data for three target years. FY03 FY06 FY09 TITLE DSD $9,182 $8,907 $3,907 DSD $3,761 $18,575 $46,887 PRE-K $1,517 $1,236 $1,323 GIFTED $2,655 $4,512 $1,001 TITLE I $349 $5,733 $24,371 TITLE II $8,577 $19,157 $26,141 TITLE III 0 $603 $4,307 TITLE IV $329 0 $680 PL94-142 $13,322 $16,293 $24,304 Figure 7.4-1 Staff Development Expenditures Formal continuing education is another measure of engagement. Considerable college credit is earned by staff, with consistent increases in district reimbursement monies. Figure 7.4-2 summarizes this information since 2003, but does not include resultant salary lane increases. Year # of Credit Aggregate Staff Hours Reimbursement FY 03 44 521 $30,000 FY 04 44 377 $35,000 FY05 45 402 $40,000 FY06 48 541 $45,000 FY07 64 638 $50,000 FY08 42 448 $55,000 FY10 45 351 $60,000 Figure 7.4-2 Credit hours/Reimbursement

7.0 Results

In addition to formal continuing education, NPD 117 provides numerous opportunities district staff. The table presented in 7.2 reflects the number and type of professional development offered, as well as satisfaction ratings for each. CPDU’s are offered for each event, increasing overall satisfaction with this model. High expectations are held for administrative staff development, and all SLT members are on target to complete or surpass their responsibilities. NPD 117 enjoys a productive working relationship with the NPEA and IEA, the district’s collective bargaining units for certified and non-certified staff. This relationship is an informal measure used to assess workforce climate, and there have been no grievances, claims of discrimination, harassment or hostile working conditions filed since initiation of the strategic plan. Workplace health, safety, and security also contribute to workforce engagement and satisfaction. A key measure is satisfaction with maintenance in school facilities. As noted in 7.6 (3) NPD 117 complies with all regulatory and safety governing bodies; safety videos and bulletins are used to educate staff. Other schools are benchmarked, and annual meetings are held on Hazard Communication (Right-ToKnow), Fall Protection, Hazard Materials, Lockout/Tagout, Personal Protective Equipment, and Asbestos Awareness. District wide emergency radio systems are also available. Despite numerous procedures and requirements for designed to reduce individual workplace incidents, NPD 117’s rate remains unchanged. This indicates need for improved procedures and intensive, targeted staff development. 7.4a (2) and (3) NPD increased FTE count on a consistent basis since 2003 due to concern for lower class size and increased support for atrisk students. Hiring direct classroom staff and paraprofessionals to accommodate increased enrollment in IEP and ELL students is a priority. Figure 7.4-3 details the trend data for certified FTE positions between 2003 and 2009.

Page 45

North Palos School District #117

Number FTE

Total FTE 2003-2009 200 150 100 2003

2006

2009

7.4-3 Increases in FTE NPD 117 places high emphasis on increasing capacity and hiring the most effective certified staff. Between 2003 and 2006, 99.3% of academic positions were filled by highly qualified personnel, compared to 98.4% for the state. Since 2007, 100% of NPD 117 staff are highly qualified as defined by NCLB, compared to 99% for the state. Higher education and National Board Certification are also encouraged. Figures 7.4-5 and 7.4-6 summarize numbers of teachers achieving either advanced credential.

Number of National Board Certified Teachers

National Board Certified Teachers 10 8 6 4 2 0 2003

2006

2009

7.4-5 Increases In NPD 117 Nationally Board Certified Teachers

Number of Staff with Master's Degrees Number of Staff

80 70 60 50

How satisfied are you with technology training – accessibility of staff, amount of training offered? Very satisfied 65 58% Somewhat satisfied 44 39% Not satisfied 2 2% If not satisfied, explain 1 1% Total 112 100% Use of document camera

40 2003 NPD117

2006

2009 State

Figure 7.4-6 Number of Staff with Master’s

7.0 Results

To develop and retain effective teachers, new certified teachers participate in orientation activities prior to the start of school. Plus/Delta’s determine change recommendations. The general ratio of plus to delta is 3:1, and adjustments are made according to needs. Prior to 2003, no mentoring program existed in NPD 117. In 2003, NPD 117’s Induction and Mentoring Program was developed and stateapproved in spring 2004. Mentors are trained and compensated for performing year long duties. According to Project Lead, funded by the Helen Devitt Jones Foundation (n.d.), 50% of all certified teachers permanently leave the teaching profession before the end of their fifth year. The U.S. Department of Labor estimates the national cost of replacement at $2.2 billion annually (Alliance for Excellent Education, 2005). Per information from NPD 117 mentoring evaluations, new staff members are extremely satisfied with the program and are performing at their professional best due to their relationship with mentors, continuous reflections of teaching practice, observations, and camaraderie established within the district. As of this date, no teachers involved in the NPD 117 mentoring program have left the profession. Technology is a critical component of 21st Century Learning, and proper training is required to build capacity, leadership and successfully deploy new technology. Excerpts from the 200910 technology survey (Figure 7.4-7) suggested need for more equipment and training. The technology team attended PLC’s to assess building needs, evaluate options and costs, and develop a three year collaborative plan.

Do not use Adequate access Need more in bldg. Too many in bldg. Total

39 27 49 0 115

35% 24% 43% 0% 100%

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North Palos School District #117

Use of wireless laptop cart for students Do not use Adequate access Need more in bldg. Too many in bldg. Total

43 25 45 0 113

38% 22% 40% 0% 100%

On which of the following do you need more training? (you can select more than one) Digital cameras 1 1% Video cameras SMARTboard LCD projector with laptop

11 57 15

14% 74% 19%

Document Camera 16 21% Qwizdom remotes 17 22% Wireless laptop cart 5 6% Figure 7.4- 2009 Technology Survey Excerpt 7.5 Process Effectiveness Outcomes 7.5 a.(1) Process Effectiveness Results NPD 117’s core competency is provision of quality education for all students regardless of ability, ethnicity and socioeconomic status, Student achievement results are the primary key measures of operational performance. Detailed results of these are available in section 7.1. Success of NPD 117 work performance systems is indicated by receipt of the ISBE Academic Honor Roll Award for 2005-2006, 2006-2007and 2007-2008. For 2009, all three eligible schools received the ISBE Academic Excellence Award. Increasing numbers of students with IEP needs are a strategic challenge indicated in P.2 (b). Placing students in the least restrictive environment and complying with the State Performance Plan B is a related strategic challenge. However, Figure 7.5-1 indicates easurable student gains in both subgroups. (Figure 7.5-1). IEP composite M/E 20032009 100 50 0 2003 Grade 3

2006 Grade 5

2009 Grade 8

Figure 7.5-1 Increase in Composite IEP M/E 7.0 Results

Initiation of 21st Century Learning skills is another of the strategic challenges listed in P.2 (b). For students to participate in a global economy and effectively use modern technology, an innovative, effective, and efficient technology system is needed. Based on information gained from technology satisfaction surveys referenced in 7.4, NPD 117 is expanding the available resources. In 20092010, every teacher in grades three to eight was provided a wireless tablet, and an interactive whiteboard was installed in every K-second grade classroom. Currently, according to the Technology Support Index (TSI), NPD 117’s system is “Satisfactorily Efficient", requiring limited improvements. The district’s Technology Profile and Action Plan for Improvement were completed in January 2010. These were provided by the International Society for Technology in Education. According to ISTE, NPD 117 provides adequate support in many areas, but areas for improvement include staffing/help desk, computer replacement cycles, applications as a service, knowledge bases, and technical staff training. NPD 117 also utilizes STaR Chart as a self-assessment tool designed to provide information to better integrate technology into the educational process. According to the CEO Forum website, STaR Chart identifies and defines four school profiles ranging from the "Early Tech" school with little or no technology to the "Target Tech" school that provides a model for the integration and innovative use of education technology. STaR Chart serves as a benchmark against NPD 117 can assess and track progress. Results from the 2010 survey (Figure 7.52),show NPD 117 achieved a Mid Tech level rating. Hardware Connectivity Content Professional Development Integration and Use

Mid Tech Mid Tech Mid Tech High Tech Mid Tech

Figure 7.5-2 STaR Technology Assessment The annual technology survey referenced in 7.4 provides feedback on staff perceptions of technology integration throughout classrooms. As noted, the overwhelming majority of staff (81%) is very satisfied with available technology and service. Adding in those who are somewhat satisfied (16%), 96% of staff are satisfied with available technology and support. Only (58%) are very satisfied with the amount and type of training available; however including those who Page 47

North Palos School District #117

are somewhat satisfied, the total increases to 97%. This need will continue to be addressed at technology and curriculum meetings, and PLC’s. Replacement of equipment is necessary for improvement of organizational effectiveness. As a result of past technology surveys, a wireless laptop cart was added to Glen Oaks; Conrady lab and Media Computers were replaced, totaling over one hundred computers in all. Aged and failing routers and switches were replaced at all five buildings. Four new wireless projectors and tablet combos have been prototyped in special education classrooms. Four over-used servers were replaced with two new ones, as was the aging firewall system. Eight wireless laptop and projector cart combinations were added, and new wireless access points were updated in media centers. Desired improvements to enhance organizational capacity will be discussed and implemented throughout the remainder of our technology plan. NPD 117 values the input of stakeholders, and results of general stakeholder satisfaction efforts are detailed in 7.4. Community technology survey results indicate 98% of families have a computer at home; 97% have internet access. Roughly 25% of respondents access the district website, with the top three reasons including announcements and calendars (48%), emergency closing information (39%) and monitoring student grades (39%). More detailed results on the use of the parent grade book are referenced in section 7.4. SchoolReach, the automated emergency telephone system earned 84% approval rate. Deployment of VersaTrans Technology system has also assisted organizational effectiveness and efficiency by tracking driver assignments, overtime costs, and eliminating dual entry of student data. It also improved efficiency of bus routes, produced timely busing reports and defined the boundaries of bus routes. Bus rosters now include student pictures to increase identification and safety. Stakeholder satisfaction is increased due to the ability to provide early and accurate bus information for parents. 7.5a(2) The continuous improvement approach is evident through deployment of numerous improvement methods such as our strategic planning process, PDSA pilots, action plans for delivery of service and the quarterly quality data review process. High leverage strategies and quality tools such as plus/delta, scattergrams, 7.0 Results

graphs and charts are used to increase stakeholder input, understanding, and engagement. Deployment also occurs through weekly PLC’s, faculty trainings and meetings, and the teacher evaluation system. As described in 6.1-2, NPD 117 identified key processes of the quarterly data review and PDSA as the primary protocols for increasing student achievement. The PDSA cycle is used across all systems to encourage innovation, efficiency and effectiveness. Use of these protocols allows those closest to the process the ability to design, implement and document improvement in the system. Each process is reviewed on a prescribed time schedule to increase agility. Since the initiation of the strategic plan, NPD 117 has been making all operations more efficient with substantial savings. The savings include: Process Elimination of Township Treasurer for Payroll Internal adoption of payroll system More efficient assignment of secretarial duties to reduce overtime; shift to compensatory time More efficient assignment of janitorial duties to reduce overtime costs Reduction of paraprofessional assignments on NPD 117 buses More efficient assignment of paraprofessionals with IEP students Elimination of Security Director at Administrative Center Elimination of District Administrative Consultant Elimination of one district maintenance person Elimination of one security monitor at the junior high

Annual Saving $250,000 $ 70,000 $ 90,000

$110,000

$200,000

$250,000

$ 60,000

$ 70,000

$ 50,000

$ 45,000

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Reduction of committee meetings More efficient assignment of summer work crew Replacement of Gas buses with Diesel buses

$ 50,000 $ 45,000

Varies according to mileage Figure 7.5-3 Redesigned Processes NPD 117 uses technology to work more efficiently. Student data base accessibility was added to track enrollment and ISBE required SIS fields. Responsibility was shifted to the schools for report cards, cumulative cards and teacher grade books, where it can be completed most effectively and efficiently. Billing software allows principals to see the financial status of accounts on a daily basis, resulting in improved purchasing decisions and procedures, reduction of errors and elimination of overspending. Additional results for increasing organizational effectiveness include enhanced 911functioning with caller ID. Uploading phone locations provided a web based interface to add and update phone number locations. Updated network security design resulted in secure wireless connections, and an automated approach to client access that eliminates previously time intensive practice. Updating the WAN and Internet connection has also resulted in increased efficiency and effectiveness. Process review of E-rate resulted in discounts and increased funding over $10,000, as well as 50% reimbursement on phone bills. Exploring alternative providers for NPD 117’s phone contracts save $10,000 per year. NPD 117 considers wise investing a work process directed toward increasing efficiency and effectiveness. Judicious financial management provides the foundation for operations targeted toward all three district goals. Cash flow analysis is performed to ensure all available dollars are invested and earning returns. Figure 7.5-4 displays the interest income generated from 2005 through 2009. In addition, NPD 117 experienced a $16,789,398 growth in short and long term investments during the same period. Fiscal Yr. 2005 2006 2007 2008 Figure 7.5-4 7.0 Results

Interest Income $378,865 (4/1/06) $1,000,000 $1,500,000 $ 675,000 (12/31/09) Interest Income Earned

NPD 117 uses the PDSA work process to efficiently manage finances. Upon expiration of the current auditor’s contract, alternative firms were explored and resulted in a saving of $8,350, a 40% reduction. After an initial pilot, NPD 117 negotiated a multiple year contact at a cost saving of roughly 40% - 50%. The same PDSA process was used going out to bid a new recycling company, and resulted in selection of a firm that removes products for free and allows cash back bonuses. This increases efficiency, and can potentially generate new revenue. Based on staff feedback, NPD 117 elected to change third party administrators for prescription drugs. The new company offers lower costs, stabilizing NPD 117 health care premiums. 7.6 Leadership Outcomes 7.6 a.(1) Leadership and Societal Responsibility Results The NPD 117 district mission, vision and values guide the strategic planning process. The vision is supported by our core values of visionary leadership, learner centered education, organizational and personal learning, management by fact and a focus on results. Detailed results for increasing academic achievement are reported in Section 7.1. Outcomes for increasing stakeholder satisfaction are reported in Section 7.2. and outcomes for increasing efficiency and effectiveness are reported in Section 7.3 and 7.5. A short summary of the progress on initiatives is detailed in Figure 7.6-1. Strategic 2003 2009 Goal Increasing 71% 93% Achievement (composite (composite in Reading results) results) and Math Improving 68% 98% Stakeholder Satisfaction Increasing Projection of A+ Financial Efficiency and $25m debt by Recognition Effectiveness 2010 ranking of Operations since 2004 Figure 7.6-1 Progress Toward Goals 7.6 a (2) NPD 117 follows GAAP auditing practices, with Government Auditing Standards issued by the Comptroller General of the United States to ensure fiscal accountability. As in past Page 49

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years, the 2009 audit reflected no financial process deficiencies and subsequently received a “Clean” opinion. This validates our internal system of control over financial reporting and compliance with laws, regulations, contracts and grant agreements. All budgets and financial reports since 2004 have received the financial recognition noted in Figure 7.3-4. ISBE’s periodic audits of revenue funding such as the General State Aid, Transportation, and Nutrition report yielded only minor adjustments to the Transportation report. 7.6 (3) NPD 117 engages in numerous compliance processes focused on exceeding regulatory requirements. Board policies and state regulations govern day to day operations, in accordance with regulatory, safety, legal, and accreditation requirements. Every three years NPD 117 undergoes an audit by the ROE for Cook County. All Illinois School Code, OSHA and Life Safety Code requirements were met or exceeded, and all NPD 117 buildings are ADA compliant. The 2010 audit indicated the need to conduct a system wide sex-equity evaluation, and a sports interest survey at the junior high. The survey was completed within two weeks, and the evaluation within two months. Clerical concerns regarding posting of notices and submission of paperwork were immediately corrected. Compliance reviews for special education are conducted on a co-op wide basis. Previously, NPD 117 had difficulty placing 100% of students in birth to three programs by their third birthday. However, response was immediate and all targets met the next school year. There have been no violations of the BOE Code of Conduct and no violations of ethical practices. Criminal background checks resulted in zero instances of significant concern. Due to monthly meetings between the Building & Grounds Director, custodial staff and principals, there have been zero complaints filed with OSHA and EPA since before1989. According to annual security assessments, all requirements and Fire Marshall Safety codes were met or exceeded. NPD 117 conducts asbestos inspections of all areas at six month intervals and major re-inspections every three years. The amount of remaining asbestos is low, in serviceable condition, and monitored per the Building and Grounds management plan.

and ethical requirements. Procedures listed in 1.2 b (2) resulted in zero violations of affirmative action policies, EEOC requirements or concerns about ethical treatment of students. In addition, no BOE member has been censured because of breaches of ethical conduct. 7.5a (5) NPD 117 participates in many community service activities. Schools sponsor collections of non-perishable foods, toys, and clothing for donation to underprivileged families. Other efforts include:  Partnership with a local junior college to provide community ESL classes.  Collecting” Pennies for Pooches”  “Penny Wars” to raise money for toys for children with cancer.  Walk-a-thons for cancer during P.E. at the junior high raised $15,000.  Earthquake relief for Haiti and Chile  Service learning programs and partnerships with local nursing homes. NPD 117 does not track volunteer hours or dollars, however these activities demonstrate significant commitment.

7.6 a (4) NPD 117 is committed to the highest ethical standards in operations, exceeding legal 7.0 Results

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