district 220 strategic plan

Sections

Mission Statement

Organizational Values

Strategic Goals

Focus 2002-2003

Focus 2003-2004

Focus 2004-2005

Focus 2006-2007

 

Focus 2002-2003

By June of 2003, we will have well-articulated action plans for each of the following six Strategic Goals:

  • Instruction
  • Resources
  • Community and Trust
  • Staff Development
  • Staffing
  • Instruction - Technology

Specific outcomes have been identified for the 2002-2003 school year related to the following Strategic Goals: Instruction, Resources, and Community and Trust.

 

Strategic Goal - INSTRUCTION:
To develop and implement structures, strategies, and tools to meet the diverse learning needs of our students, in order to improve student achievement:

 

Outcomes

  1. Improve student proficiency in verbal, written, and numeric literacy, as evidenced by an increase in the percentage of students, districtwide, who exceed expectations, and a decrease in the percentage of students who do not meet expectations, as measured on state tests (ISAT, PSAE).
  2. All Barrington CUSD 220 students will have a shared vocabulary and operational understanding of character, as demonstrated by local assessment measures.
  3. All Barrington CUSD 220 schools will be caring communities, as perceived by students, staff, and parents, and evidenced through local assessment measures.

Strategic Goal - COMMUNITY AND TRUST:
To build mutual understanding and trust between the school district and its community of stakeholders.

 

Outcome

There will be a comprehensive, effective, ongoing community engagement process implemented during the 2002-2003 school year.

 

Focus (2002-2003)

The following represent a combination of outcome and activity metrics related to our Strategic Goals. In this context, an outcome metric is a measure of a core outcome in our District (e.g., student learning), and an activity metric is a measurement of an activity or input variable that is assumed to have an impact on a core outcome. In areas where we are focusing on specific activities or inputs (e.g., staffing, staff development, resources, etc.), we are doing so because we believe that these will ultimately contribute to our core outcome of improved student achievement.