ROCKFORD PUBLIC SCHOOLS

1. ROCKFORD PUBLIC SCHOOLS

2. What We Want to Accomplish Tonight Vision, mission, and guiding principles Review district and school achievement data Establish expectations for student achievement Departmental Goals Finance Update

3. Operating Assumptions The Board and District leadership come to their positions with one pure motive - to serve the best interests of children United in service to children

4. Rockford Public Schools Vision Rockford Public Schools will offer a world-class education that prepares all students to compete in a global society. We will provide a nurturing, child-centered and parent-friendly learning environment that makes Rockford schools the schools of first choice for families.

5. Mission The mission of the Rockford Public Schools is to serve the community by ensuring all of its diverse students develop the capabilities to contribute to society, succeed in the global economy, and learn throughout their lives by creating dynamic integrated learning environments that respond to the needs and aspirations of the individual student in partnership with family and community.

6. Our Five Goals Enhance learning opportunities for all children Ensure parents are partners in the education process Provide clean and safe schools Hold adults accountable Run an efficient business operation

7. Guiding Principles All children can learn. RPS is a child-focused learning institution. It takes a community-wide effort to educate a child. Everybody has a stake in, and should be held accountable for, the education of our children. Educated citizens are necessary to sustain a democracy. Improved performance will earn the public�s confidence.

8. Guiding Principles Principals are instructional leaders in their schools and will be held responsible and accountable for student achievement. Teachers are our greatest assets. Diversity enriches and strengthens the community. We will embrace change as we challenge the status quo. Honesty and integrity are vital to trusting relationships.

9. What Does the Data Reveal?

10. A Context for the Data NCLB has targeted 2014 for 100% compliance NCLB targets are unrealistic and unattainable ISBE has back loaded state targets Target for Math and Reading is 70% Schools making continuous progress are falling short of the 70% target Trend will continue unless USDOE makes adjustments to NCLB

11. RPS Data � 2006-2009District Reading Percentage of all students meeting or exceeding Illinois State Standards has been flat over a four year period Declining percentages in three of the eight subgroups: Hispanic -3.9%, Asian -4.0%, and LEP -7.7% Increases in three subgroups: Black 2.8%, White 1.4% and Multiracial 6.7% Economically Disadvantaged subgroup flat Students with disabilities showed a four year increase of 2.1% Black-White achievement gap narrowed slightly (1.4%) but is still significant at 26.8%

12. District Math2006-2009 Percentage of all students meeting or exceeding Illinois state standards showed a slight increase of 2.5% Percentage increase in four student subgroups: Black 4.3%, Hispanic 2.1%, LEP 2.5%, and Economically Disadvantaged 2.4% Students with disabilities showed a 6.4% increase over four years, although scores for 2009 are flat Decreases occurred for three student subgroups: White 0.4%, Asian 8.4% and Multiracial 2.3% Black-White achievement gap narrowed by 7.2% over 4 years but is still significant at 26.3%

13. 2006-2009 Grade Level Data Little variance over time in grade level scores 3% - 6% increases in reading and math in grades 5, 6, and 7 3rd grade reading scores have remain flat at 56% Decrease of 3% in 3rd grade math, 2% in 4th grade reading, and 1% in 8th grade reading Achievement gap remains a challenge LEP, Students with Disabilities, and Economically Disadvantaged subgroups consistently lag behind other subgroups

14. High Schools 2006-2009 With one exception in reading, there are overall declines at all four high schools in both reading and math Some subgroup gains occurred in reading at two high schools One subgroup at one high school showed growth in math over the four year period Majority of gains are not significant when viewed in the context of a four year time frame With minor exceptions, overall, subgroup performance levels continue to be significantly below expectations

15. Middle Schools � 2006-2009 Slow upward trend in the majority of middle schools Percentages of students meeting and exceeding in reading range from 46.3% to 79.3% over the four year period Range in math is from 46.8% to 77.8% Steady year-to-year growth in both math and reading is seen in only one middle school and in math at two others Year-to-year decline in both reading and math is seen at one school Black and Students with Disabilities subgroups are slowly improving in most cases, but a significant gap still exists

16. Elementary Schools  2006-2009 16 schools made gains over the four year period Gains tend to be steady and incremental 15 schools showed decreases Some decreases are dramatic; ranging from 10% to nearly 23% Three schools show little movement over four years Issues related to achievement gaps and subgroups with low percentages meeting and exceeding are evident beginning in 3rd grade

17. What does the data tell us? We have some pockets of success There are only a few schools with consistent growth Middle and High schools are challenged We have not provided targeted instructional services for all children District must be reorganized in support of schools

18. What does the data tell us? We need to fix our instructional program Align curriculum to state standards Align interventions Build a coherent reading program Focus our resources strategically

19. The Plan to Move Forward Realign the organization in support of schools, classrooms and children Focus on strengthening the instructional core Build internal capacity to support instruction in schools Refocus support services to schools Build an aligned professional development program Build strong parent and community partnerships Hold Adults Accountable

20. Accountability

21. Goals and Objectives To design and implement a comprehensive plan for educational research aligned with our instructional goals Develop a department that will conduct, understand, and use evidence-based research findings to improve educational practices. Create a data driven center to provide District staff with research studies to help improve student achievement To conduct program evaluation of all federal and state funded

22. Goals and Objectives To design and implement a comprehensive plan for adult accountability in support of student achievement. Establish a transition timeline for performance evaluations Establish a schedule for periodic walkthroughs at all buildings, reinforcing adult accountability Create clear guidelines and procedures for supervisors to implement Develop a educational scorecard with metrics for each division/department

23. Goals and Objectives Create and establish a comprehensive plan to ensure charter schools are compliant Develop a close working relationship with each charter school Monitor each charter school to insure compliance Develop a system to track students entering and exiting Charter Schools and the District Develop a policy for the review and approval of charter schools consistent with state law

24. Goals and Objectives Build partnerships between the District and the Community Establish a coalition of organizations in support of RPS schools Forge and develop partnerships with non profit organizations and the secular community Forge and develop partnerships with businesses and corporations Replicate the Haskell Parent Academy to other RPS schools Create a district wide conference for parents Develop programs and partnerships that bring parents into the schools

25. Teaching and Learning

26. Where We Are Standards not implemented with fidelity district-wide No aggressive plan to address the achievement gap No uniform assessment format Assessments not aligned to core curriculum Achievement data not used in a coordinated fashion No vision or clear plan for instruction

27. Where We Are Great potential for high achievement! District-wide understanding that the curriculum should be aligned to state standards Resources exist for teachers to implement curriculum Various groups are looking at some data and discussing results New teachers and administrators receive some level of mentoring and professional development

29. Next Steps Implement a curriculum aligned with rigorous standards accompanied by instructional goals! Align Professional Development with curriculum and instructional goals. Build capacity of teachers and supporting cast to implement that curriculum

30. Next Steps Design a department that supports schools, focuses on instruction, is driven by student achievement, and holds Teachers/Principals accountable. New Principal Performance Evaluation & School Walk Through New Coaching Model High School Initiative

31. Next Steps Major intervention in our targeted schools Implement a uniform assessment format�the data must inform instruction! Make �in-flight� corrections �that are data driven! Keep the achievement gap at the forefront of conversation!

33. Support Services

34. Department Focus

35. Goals and Objectives Increase instructional time for students Decrease the rate of suspensions and expulsions Reduce the truancy rate Decrease the number of student arrests Increase the number of schools implementing Positive Behavior Supports Increase alternative education opportunities for students

36. Goals and Objectives Decrease the achievement gap for students with disabilities Ensure alignment of the special education curriculum with state standards Increase opportunities for students with disabilities to access general education classrooms Improve the quality of instruction by providing relevant professional development Monitor the fidelity of co-teaching strategies through periodic walkthroughs.

37. Goals and Objectives Implement and monitor a system wide Response to Intervention Plan Establish a district wide RtI leadership team Establish building level RtI teams Develop decision-making rules for determining when students need interventions Work with school based RtI teams to establish data collection, analysis, evaluation, and reporting processes Collect and analyze school data for district level reporting

38. Operational Support Functions

39. Operations

40. Mission Provide exceptional support for the school community and ensure a quality environment for teaching and learning

41. Goal One Provide a better line of communication from our end users to our department.

42. Goal Two Provide quality technology and services for the students, staff and the community

43. Goal Three To provide an orderly, clean and safe work places and learning environments to foster academic growth and student achievement.

44. Goal Three Objective 4: Complete the installation of surveillance cameras for the remaining bus fleet Objective 5: Re-align maintenance to augment the role of Maintenance Planner. Position will receive maintenance requests, prioritize such requests, assign personnel tickets to address the requests, and coordinate the activities of different crafts related to a work request.

45. Communications

46. Why is communication important to achieving our goals? Information is POWER  Perception is REALITY

47. Jumping-off Point Communications effort is substantially understaffed for District of our size Prevalence of news media is high for community of our size Desire to improve image is deep and wide New administration brings fresh perspective to communication and provides opening to reshape image

48. Five Goals for Communications Brand the Rockford Public Schools Tell our story Build a department (newsroom) Launch and �retool� communication tools Measure success

49. Goal 1: Branding our schoolsKnowing who we are and saying who we are Adopt new logo to reflect District mission, vision �Dress for Success� (from cyberspace to office space End culture of closed communication Establish culture of user-friendliness Develop strategies for engaging parents, community Emphasize customer service

50. Goal 2: Tell our storyGoal 3: Build a department (newsroom) Develop formal plan for internal, external and media communications tied to District goals Assemble staff to assist in news production across all media platforms Give top communications official �seat at the table� Increase volume, improve quality of communications Focus more often on �big-picture� issues, major initiatives Keep employees informed, create �good-will� ambassadors

51. Goal 4: �Retool� communications tools Redesign quarterly newsletter; consider annual report and other direct-mail products Introduce regular internal newsletter Create original programming for Channel 20 Dress web site for success with new look and navigation Open electronic messaging system to non-emergency uses

52. Goal 5: Measure success Conduct regular polling of public opinion, parent and employee attitudes

53. Finance

61. FY 2010 Budget Update HIGHLIGHTS $160 per child increase in the foundation formula. The RPS budget did not anticipate any increase in state aid. This will yield RPS approximately $4 million in unanticipated revenues. Almost all Categorical State Grants were not fully funded. Initial RPS Impact- $4.5 million budget shortfall. On July 31, 2009, the Governor restored many of the state grants. Current RPS Impact- $1.5 million budget shortfall. State officials have projected a $1 billion revenue shortfall; thus education could see another budget reduction

62. FY 2010 Budget Update HIGHLIGHTS On August 6, 2009, the Mayor announced that revenue projections for property and sales taxes were overstated, and more importantly, he predicted that FY 2011 will be even tougher on revenues. Thus goes tax collections for Rockford, shall go tax collections for RPS. Rockford has the highest unemployment and foreclosure rate in the state of Illinois. THE TIME TO CONTROL SPENDING IS NOW!

63. Proposed Mitigation Cabinet Members will Zero-Base the adopted central office budget to find savings. This exercise forces critical thinking as to what will be prioritized, thus we take true ownership of the adopted budget and will be positioned to speak to specified outcomes at year end. Due back to Finance by August 31, 2009, and an amended budget will be presented to the Board in the month of September. Resources to be realigned to better support instructional programs

64. Expectations Have Changed Student achievement is the call of the day, every day We will provide a nurturing, child-centered and parent-friendly learning environment Adults will be held accountable: principals, assistant-principals, directors, counselors, secretaries, nurses, special education supervisors, cafeteria workers, custodians, bus drivers, teachers, parents and the superintendent