Woodland D50 Strategic Plan 2023-2028

Woodland D50 Strategic Plan

2023-2028

The 2023-2028 Strategic Plan was developed under the leadershipoftheWoodlandBoardofEducation,withafocuson Community Input and Stakeholder Voices, and through an Equity&Inclusionlens.

Mission: Woodland District 50 empowers our children to reach their potential by providing exceptional learning experiences that foster critical thinking in a nurturing learning community.

Vision:

Together, inspiring tomorrow's creators, thinkers and leaders.

Woodland District 50 is an elementary school district located in northern Lake County. Composed of Early Childhood through Grade 8, Woodland is one of the largest elementary school districts in the State of Illinois, encompassing 33 square miles and educating approximately 4,800 students.

Woodland School District 50 serves all of unincorporated Gages Lake and Wildwood and parts of Gurnee, Grayslake, Park City, Third Lake, Old Mill Creek, Wadsworth, Lindenhurst, and Waukegan.

There are four school buildings in District 50.

Primary (Early Childhood & Kindergarten)

Elementary (Grades 1-3)

Intermediate (Grades 4-5)

Middle (Grades 6-8)

Our Students

Woodland School District 50 serves approximately 4,800 students, which includes 38% low-income and 27.2% English Language Learners. The student body composition is approximately 37% Hispanic, 36% Caucasian, 11 4% Asian, 9 9% African American, 5 2% Multi-racial, and 0.4% American Indian. Our students speak more than 42 different languages.

Our Staff

The dedicated staff of Woodland School District 50 is composed of 480 certified and 332 support staff members. Our retention rate is 92 percent and approximately 86.3% of the certified staff have earned advanced degrees.

Message from Dr. Machak, Superintendent Woodland D50

Dear Woodland Families,

The Board began discussions about creating a new Strategic Plan for the district in July 2022

After hearing from three potential strategic plan facilitators in October, the Board decided to have district administrators lead the planning process with support from a Diversity, Equity, and Inclusion (DEI) consultant. From there, the Board and district administrators worked together in goal setting sessions to lay the groundwork for the new plan

Starting in December, we invited Woodland stakeholders to add their voice to the conversation through a series of nine ThoughtExchange virtual forums to help identify overarching themes and big ideas for the future of Woodland. The data from the staff, student, and community input was then shared with the Board of Education to help design a series of community workshops to bring those big ideas into sharper focus. A dedicated group of 70+ stakeholders gathered for four nights of committee work to draft "SMARTIE" goals through an Equity Lens. (Learn more in the following pages of this publication )

As one of the parents said to me, “I love that this plan is about people, not things.” For me, this observation embodies the biggest break with traditional school district strategic plans in that our priority across all four goal areas is to honor every student and staff member; the plan is so much more than a list of items to make, purchase, or install.

I invite you to help Woodland D50 make this a plan a reality by staying involved, asking about our progress, and offering your suggestions to keep us moving forward. This plan belongs to all of us.

Sincerely,

Thank you for taking the time to review Woodland D50's 20232028 Strategic Plan! This plan was built under the direction and guidance of the Woodland D50 Board of Education, and managed internally by a team of district administrators. What makes this Strategic Plan unique to the Woodland learning community, however, are the collective voices reflected throughout the goals and priorities of the plan Table

Dr Robert Machak, Superintendent Woodland D50

Woodland D50 Strategic Plan 2023-2028

Commitment:

The work to develop the Woodland D50 Strategic Plan was completed through an Equity and Inclusion Lens to evaluate policies, programs, and decisions to seek more equitable outcomes.

SMARTIE Goals

S M A R T I E

Specific:Whensettingagoal,bespecificaboutwhat youwanttoaccomplishProvidecleardetailsand direction

Measurable:Determinewhichmetricsyouwilluseto measurewhenyouhaveachievedyourgoal.Agoalis moretangibleifyoucanmeasureprogress.

Attainable:Createagoalthatischallengingenough thatachievementwouldmeansignificantprogress,but alsorealistic/possibletoavoidunnecessaryfrustration

Relevant:Developagoalthatisconnectedtotheoverall missionofthedistrict Thegoalshouldbealignedwith currentdistrictgoalsandpriorities

Time-Bound:Includeacleartimelineandtargetdate tohelpstayontaskandfocusedonmakingprogress

Inclusive:Inclusionisachievedwhendiversegroupsare involvedindecisionmakingthatimpactsthepolices andpracticesoftheorganization

Equitable:Addressessystemicinjustice,inequity,or oppression Equityreducesthepredictabilityofwho succeedsandwhofails

Woodland D50 Strategic Plan 2023-2028

Woodland Equity & Inclusion Lens

As we created SMARTIE goals, we considered the following questions:

Who are the groups affected? How are they impacted?

How are stakeholder voices represented to validate the impact and unintended consequences?

What are the unintended consequences, such as ignoring or worsening existing disparities?

What are the barriers to a more equitable implementation?

Which stakeholders are involved in the process?

How will negative impacts or barriers be addressed?

OPERATIONS

Goal #1: Woodland will provide a safe and secure environment for all students, staff, and community that is conducive to learning and inclusive of all cultures, gender identities, and abilities.

Outcome: Establish and implement a Facilities plan prioritizing health life safety (HLS), technology, inclusivity, and accessibility for all.

Strategies:

Investigate a District-wide approach to training all staff and students in emergency protocols

Provide individual space emergency readiness supplies and training Implement a single-motion notification to occupants and all first responders

Environment & Sustainability

Goal #2: Woodland will provide a sustainable environment for all students, staff, and community that is conducive to learning and is inclusive of all cultures, gender identities, and abilities.

Outcome: Optimize the use of district facilities to benefit and support the HLS needs of students, staff, and the community.

Strategies:

Develop an environmental walkthrough protocol that assesses the extent to which common school spaces are accessible to, and inclusive of, all students

Use the results of school environmental walkthroughs to create and implement a long-term plan for each school that is ADA compliant

Ensure all D50 classrooms are updated using current trends and bestpractice research and include the same resources and equipment for students and staff

Identify and develop flexible and adaptive spaces for each school to meet the needs of varied learners and users of those spaces. Determine the number and location for the addition of gender-neutral bathrooms in each District building

OPERATIONS

Environment & Sustainability

Goal #2 Continued

Outcome: Reflect the varied cultures and identities of students, staff, and communities represented in D50 through posted signage and open spaces

Strategies:

Utilize District demographic data and home language surveys to determine signage to add in English and three other languages. Identify and create “Dedicated Spaces” for visual display(s) of cultural diversity and identities of the students, staff, and community members in each school site. Incorporate emergency instructions and signage that are accessible to all students and staff

Outcome: Promote sustainability through ecologically sound and environmentally responsible practices that reduce the District’s carbon footprint

Strategies:

Conduct a feasibility study regarding LED lighting in District classrooms

Finalize the installation of solar panels at Woodland Primary and Woodland Middle Schools

Increase commitment to recycling and “green” projects across the District.

Other Priorities: Sustainability of infrastructure; maintenance of interior and exterior school buildings and parking lots; addressing health, safety, and security needs across the district; maintenance of transportation vehicles; School-Home/District-Home communications; investigate community partnerships and use of District facilities.

EDUCATION AND ACADEMICS

Student Identity & Belonging

Goal #1: Students will exhibit an increased sense of elonging in the classroom through instructional trategies which are aligned with their individual anguages, abilities, heritages, and cultures.

Outcome: Increase student sense of belonging in the classroom through instructional strategies which are aligned with their individual languages, abilities, heritages, and cultures.

Strategies:

Gather cultural identity information on every student/family

Require all new staff who work directly with students, as well as office staff, to complete Beyond Diversity Training within their first year in the district

Identify supplemental resources and instructional materials to improve the students’ sense of belonging as part of the curriculum review cycle

Develop a multiyear training plan for Culturally and Linguistically Responsive Teaching training

Develop a training protocol for teachers to understand methods and strategies to incorporate student voice and choice in their instruction Create and administer a survey to measure students’ perceptions of voice and choice in instruction

Develop a walkthrough assessment tool and process to measure that evaluates school and classroom climate for language, ability, heritage, and culture

EDUCATION AND ACADEMICS

Collective Efficacy

Goal #2: Elevate teachers’ shared belief that they have a sense of responsibility for student development, including the ability to teach students from diverse backgrounds or who have different learning needs.

Outcome: Elevate teachers’ shared belief that they have a responsibility for student development, including the ability to teach students from diverse backgrounds and those who have different learning needs.

Strategies:

Develop a training protocol for Collective Efficacy.

Establish a formative tool for classroom “look fors” to measure the implementation of collective efficacy practices

Embed Collective Efficacy “looks fors” into the school administrator evaluation plan

In 2024, develop a new teacher training professional development process for Collective Efficacy and its elements

Develop a training protocol for staff on Growth Mindset

Continue Studying the Skillful Teacher training by the Research for Better Teaching organization

Provide teachers with research-based strategies which scaffold support for learning

Other Priorities: Preparing students for the future, ensuring high expectations for all learners, closing achievement gaps among student groups, addressing individual student needs, responsiveness to parent needs and requests; development of engaging and authentic curriculum; professional development opportunities for teachers and staff; discipline policies and procedures.

STUDENT SUPPORT

Social Emotional Learning (SEL) & Belonging

Goal #1: Set and practice standards of safety, inclusivity and belonging to support students’ academic and interpersonal success.

Outcome: Establish and practice standards of safety, inclusivity and belonging

Strategies:

Establish environmental and physical structures at each school where students feel safe, responsible, and connected in their school community

Create an inclusive and responsive climate in each school where students feel a sense of belonging, value, and representation

Goal #2: Foster an environment for optimal student achievement by utilizing a variety of teaching strategies to meet personalized learning needs.

Expand social-emotional learning time throughout the school day to provide opportunities for students to practice competencies at each school.

Differentiated Instruction (DI)

Goal #2: Foster an environment for optimal student achievement by utilizing a variety of teaching strategies to meet personalized learning needs.

Outcome: Foster an environment for optimal achievement for all students

Strategies:

Identify the individualized needs of each student using an equity and inclusion lens by learning from and about students’ culture, language, and learning styles to make instruction more meaningful and relevant

Provide unbiased and personalized support to help students achieve their highest academic potential.

Create an educational environment that is responsive to the profiles of all learners.

STUDENT SUPPORT

Responsive Systems & Practices

Goal #3: Develop a unified culture of high-achieving excellence for all students through consistent districtwide practices.

Outcome: Develop a unified culture of high-achieving excellence through consistent district-wide practices

Strategies:

Implement restorative practices and multi-tiered systems of support with fidelity

Coordinate schedules, practices, and events district-wide to create common experiences throughout our schools

Create a culturally responsive staff curriculum focusing on selfreflection, societal inequities, and implicit bias that values students as individuals within the context of their families and communities Provide professional development opportunities that help staff recognize how their identities (such as race/ethnicity, national origin, language, sex and gender, gender identity, sexual orientation, physical/developmental/ emotional ability, socioeconomic class, religion, and biases) affect their perspectives and beliefs about their teaching practice and students

Other Priorities: Challenging academic programming; differentiation for individual student needs; investigating ways to incorporate social-emotional support into the school day; helping students feel welcome through connections with teachers, peers, and the school community; meeting the needs of diverse student populations, including EL, Special Education, and Advanced/Accelerated learners; reviewing school structures (i.e., schedules, grading) to determine how best to support students.

FINANCE

Goal: Provide responsible and transparent financial stewardship to the community.

Outcome: Consider the impact potential on all student groups and programming when investigating new District initiatives.

Strategies:

Utilize the Woodland Equity & Inclusion Lens when considering new programming to ensure equitable treatment of all District stakeholder groups

Outcome: Exercise fiscal responsibility with enhanced transparency ensuring short-term and long-term priorities are met.

Strategies:

Develop and support a multi-lingual, user-friendly dashboard accessible to the community. Develop balanced budgets with a positive revenue and expenditure ratio.

Research and explore alternative revenue sources enhancing the district’s financial position.

Other Priorities: Maintain “Financial Recognition” designation; address inequities in funding state-supported charter schools; maintain a balanced budget while providing schools with necessary resources and personnel; investigate community partnerships; investigate cost-savings measures that do not sacrifice service or performance; increase fiscal awareness; investigate non-traditional revenue and funding sources; re-establish the District Foundation; grow our District partnerships with neighboring districts and institutions of higher education

CONTRIBUTORS

Thank you to our dedicated volunteers for sharing your time and talents with us to create the 2023-2028 Strategic Plan! You helped shape the future of Woodland by adding your voice to the conversation.

Brave, Bold, Courageous Volunteers:

Woodland Board of Education:

Dr Carla Little

Joseph De Rosa

Lizzy Helgren

Renea Amen

Corey Holmer

Anna Chang-Yen

Brianna Powvens

Strategic Plan

Contributors:

Angela Vinson

Kelly McKeown

Kendall McKeown

Stacey Anderson

Tim Sheldon

Ryan Wollberg

Kyle Block

Maria Gloria

Sharon Cook

Dorianne Browne

Ryan Smith

Margarita Castrejon

Jayne Armondo

Kim Fletcher

Julie Wiley

Paul Fegley

Fran Ahlenius

Lorena Lek

Margarita Savina

Jay Wiltshire

Strategic Plan Facilitators:

Dr. Robert Machak

Dr. Lanée Walls

Martha Gutierrez

Dr. Steven Thomas

Dr. Victoria Kieffer

Elizabeth SanchezSzepesi

Christopher Bobek

Tiffany Drake

Risa Cohen

John Fuhrer

DEI Consultant:

Kristi Guillory Reid

Cionne Manning

Laura Fox

Peta-Gay Gumbs

Kristin Bergman

Eric Daudelin

Christopher Cook

Nancy King

Danny Woestman

Kristin Michna

Lee H Gaiser

Luiz Andrade

Stephanie Ingram

Adam Krieger

Steve Steres

Tracy Heitman

Sonia Villarreal-Orson

Monica Rennick

Brandi Snodgrass

Katie Szostak

Amy Sabor

Betsy Sincora

Sara Roediger

Jennifer

Summers-Lemoine

Valerie Morey

Marcus Morgan

Scott Snyder

Lisa Steffen

Yesenia Jimenez-Captain

Tom Hood

Deanne Fisher

Chanel Bennett

Denise Mendoza

Anna Daniels

Peter Lasko

Carrie Balik-Monterroso

Chris Lindsay

Jessica Schuessler

Katie Salyer

Bethany Tomlinson

Dawna Choe

Sherri Peck

Saema Naveed

Claudine Mardehow

Krystyna Jakielski

Tiffany Allen

Kristen Carruthers

Kimberly Shaw

Sonja Bandstra

Mike Szpylman

Lena Levin

Cmdr Jason Kalinowski