Freeport School District 145 Three-Year Vision 2020-2023

FREEPORT SCHOOL DISTRICT 145 THREE-YEAR VISION 2020-2023 ALL IN FOR ALL KIDS

OUR MISSION In partnership with families, students, and the community, we commit to creating an innovative, inclusive, and student-centered learning environment so that all students are equipped and empowered to choose their college or career path while becoming productive members of their community. 2

TABLE OF CONTENTS Letter from the Board President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 From Our District Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Who We Are – A Brief Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 FSD145 At A Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Creating a Vision for FSD145. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Our Vision: ALL IN FOR ALL KIDS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Core Values and Beliefs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Three-Year Targets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Core Commitment #1: Academic Excellence Component 1: Standards-Aligned Curriculum and Rigorous Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Component 2: Reflective and Highly Empowered Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Component 3: Highly Competent and Visionary School Administrators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Component 4: Safe and Healthy Schools. . . . . . . . . . . . . . . . . 30 Core Commitment #2: Operational Efficiency Component 1: Organizational Excellence. . . . . . . . . . . . . . . . . 33 Component 2: Resource Efficiency. . . . . . . . . . . . . . . . . . . . . . 34 Component 3: Invest in Our People. . . . . . . . . . . . . . . . . . . . . 35 Core Commitment #3: Collective Impact Component 1: Family and Community Engagement. . . . . . . 37 Component 2: Communication Strategy and Transparency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Component 3: Career Pathways and Opportunities. . . . . . . 39 Component 4: Technology Infrastructure and Security. . . . 41 Component 5: Technology Student Learning & Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Summary Focusing on Key Partnerships. . . . . . . . . . . . . . . . . . . . . . . . . . . 46 FSD145 Three-Year Vision 3

LETTER FROM THE BOARD PRESIDENT It is my pleasure to share the Freeport School District Vision Plan. This strategic plan is the result of involving dozens of faculty, staff, partners, and friends of the District. The resulting document is detailed, comprehensive, ambitious, and well developed. It lays out a bold but achievable vision for the future of FSD145. When first becoming a School Board member, I was happy to learn that strategic planning was already a part of the institutional culture here. I believe this plan complements and builds upon our most recent five-year Strategic Plan. It is the most collaborative effort the District has undertaken to date. I would like to express my sincere thanks and gratitude to everyone who helped craft the plan by offering their time and insight. “STRATEGY IS ABOUT MAKING CHOICES, TRADE-OFFS; IT’S ABOUT DELIBERATELY CHOOSING TO BE DIFFERENT.” - Michael Porter Now the real work begins. It will take community-wide buy-in and commitment to accomplish the goals laid out in this plan. As you will see, the plan not only includes what we want to achieve but also the strategies we believe will help get us there. We have developed important metrics to track our progress that will also hold us accountable along the way. I believe this Strategic Plan will position us as an innovator in education, a leader in inclusive excellence, and a thriving learning community committed to student success. Sincerely, Jack Sosnowski President, Freeport School District 145 School Board 501 E. South Street • Freeport, IL 61032 815-232-0300 • www.fsd145.org 4

FROM OUR DISTRICT LEADERSHIP It is with great excitement that we present our 3 Year Vision Plan. This plan is the culmination of the efforts of many staff members; from district and building administrators, to teachers and support staff, as well as community and parent/student input. This living and breathing blueprint is truly a reflection of the entire FSD community. It has been said that “one’s vision is not a road map but a compass.” A road map tells us to follow a known path, a compass points us in a direction and allows us to navigate our own way and pave our own roads. Within our 3 Year Vision Plan all roads lead to our Mission Statement. In partnership with families, students, and the community, we commit to creating an innovative, inclusive, and student-centered learning environment so that all students are equipped and empowered to choose their college, workplace and career path, while becoming productive members of their community. In our Vision Plan, we make three “Core Commitments” – Academic Excellence, Operational Efficiency, and Collective Impact – that will drive our work. Our values and beliefs, outlined in this document will be reflected in all that we do to meet those commitments. Freeport is “All In” and in partnership with our families and our community, FSD is “All in for All Kids.” Better students make better families, better families make a better community. Best Regards, Dr. Anna Alvarado Superintendent of Schools, Freeport School District 145 BETTER STUDENTS FSD145 Three-Year Vision 5 MAKE BETTER FAMILIES, BETTER FAMILIES MAKE A BETTER COMMUNITY.

WHO WE ARE – A BRIEF SUMMARY AS WE PRESENT OUR PLAN, IT IS IMPORTANT TO IDENTIFY WHERE WE ARE NOW, WHERE WE WANT TO GO, AND HOW WE ARE GOING TO GET THERE. WHERE ARE WE NOW? We identified over 20 years ago that we had and continue to have a disparity between our minority and majority achievement, but have not been able to close the gap. FSD145 now has leadership in place who not only has a clear vision of our future, but also has the capacity to build aligned leadership throughout the district at all levels to address this disparity. Together, this visionary leadership team can all travel in the same direction with the people who can change our district. Every employee has been provided with a clear path and the capacity to create lasting change, and the route toward tackling priorities for improvement and empowering the schools has been identified. Top down goals, combined with grassroots initiatives at the building level, allow every employee to feel inspired to work together to create the Freeport School District we want for our students’ tomorrows. WHERE DO WE WANT TO GO? FSD145 students deserve a high-quality education that opens doors to their future success. We want our students to leave our schools with the world at their feet. We want all of our students to have all the tools to be successful and impact their future communities. We hope that Freeport graduates stay in Freeport to live, work, and raise their families, and that one of the reasons they do so is because we have rebuilt our high-quality educational system. HOW ARE WE GOING TO GET THERE? Our vision will drive us, but it will be the work of our staff, hand in hand with our parents, that moves our District forward. A clear mission, vision, and plan that has measurable checkpoints along the way is being put in place. We want to engage parents and families so that more are showing up for events. We need them actively involved with their children at home -- reading, doing homework, talking about events and their day, as well as working with their children’s teachers. The school and home partnership is critical to our shared success. With the right tools and resources provided by our teachers, we have found that we can keep students learning, even while at home. The more we involve parents in their student’s education, the more our students achieve. We recognize we have work to do and own it. 6

All organizations are perfectly designed to get the results they are now getting. If we want different results, we must change the way we do things. Tom Northrup, author of Five Hidden Mistakes CEOs Make FSD145 Three-Year Vision 7

FSD145 AT A GLANCE STUDENT ENROLLMENT STUDENT RACIAL MAKE-UP 29% 4% 7% 14.6% 1% 0.1% 60% 11.8% 45.7% „ Pre K (121) 26.8 % „ K (243) „ Grades 1 thru 8 (2112) „ White „ Grades 9 thru 12 (1031) „ African American „ Hispanic „ Multi-racial „ Asian, Pacific Islander „ Others STUDENT DEMOGRAPHICS ECONOMICALLY 17%STUDENTS WITH IEPs ENGLISH LANGUAGE 62.2%DISADVANTAGED STUDENTS 6.6%LEARNERS 8

FRESHMAN GRADUATION AVERAGE SAT ON-TRACK COMPOSITE 7R7AT%E 7R2AT%E 1S0C.O6R%E EARLY COLLEGE AND CAREER CREDENTIALS NWEA ILLINOIS ASSESSMENT OF READINESS Measure of Academic Percentage of (IAR) Progress (MAP) % students who of students who Met/Exceeded Reading in grades 3-8 Math in grades 3-8 Met/Exceeded student growth who met grade level who met grade level Student Growth 34.2%targets in Math 16%expectations 15%expectations 36.2%Targets in Reading The Freeport Education Association is encouraged by our increased involvement in district communications and decisions under Dr. Alvarado. We believe this Three-Year Vision is a representative example of that collaborative partnership. We look forward to this continued relationship in future years. Kelly Everding, Teacher/FEA President FSD145 Three-Year Vision 9

CREATING A VISION FOR FSD145 ACROSS THE SCHOOL DISTRICT, WE CONSULTED WITH STUDENTS, PARENTS, LEADERS, EDUCATORS, AND COMMUNITY MEMBERS TO LEARN ABOUT THEIR VISION FOR THE FUTURE OF FSD. THEIR INPUT, IDEAS, AND REFLECTIONS GUIDED THIS PLAN, AND WILL HELP PROVIDE THE BLUEPRINT FOR OUR VISION IN THE NEXT THREE YEARS. INCLUDED ARE THE TOP THREE IDEAS THAT EACH STAKEHOLDER GROUP SHARED AS IMPORTANT TO THEM IN THE NEXT THREE YEARS. OUR PARENTS AND COMMUNITY MEMBERS WANT • Excellence in education where students graduate prepared for college or the workforce • Open and honest communication • Diversity of staff that reflects the diversity of our student population OUR BUSINESS AND OUR EDUCATORS AND PHILANTHROPIC COMMUNITY STAFF WANT WANT • Excellence in education through • District/community engagement and high student achievement collaboration • Open and honest • Open and honest communication communication • Excellence in education that produces • Solid and productive members of our community committed leadership/ dedicated and diverse staff 10

OUR SCHOOL AND I am so thankful for the Freeport School DISTRICT LEADERS WANT District. Not only did I receive a quality education K-12, but it has allowed me to • Honesty and integrity give back to my community as a teacher. • Shared vision I am fortunate to work for a district that • Excellence highly values its students and teachers. This gives ‘Once a Pretzel, Always a in education Pretzel’ great significance for me. through high-performing Sherry Thiel, Teacher schools OUR SCHOOL BOARD OUR STUDENTS WANT MEMBERS WANT • Teachers and staff who care about • 100% effort from all staff them • Open and honest communication • Highly qualified leaders and • An excellent education • Fairness personnel WE ALL WANT • A safe and supportive learning environment in every school, that provides high-quality public education and equal opportunities for all student • A shared understanding that the partnership between the school, families, and community is necessary for student success • A common sense of pride for being part of the Pretzel Family and Community FSD145 Three-Year Vision 11

OUR VISION: ALL IN FOR ALL KIDS OUR MISSION OUR GOALS In partnership with families, 1. Every student graduates with students, and the community, we meaningful employment or commit to creating an innovative, inclusive, and student-centered opportunities for higher education. learning environment so that 2. Every student has access to a all students are equipped and diverse, rich, and rigorous curriculum. empowered to choose their college or career path while 3. Every student has access to social, becoming productive members emotional, and academic support that of their community. can help them be fully engaged in their education. 12

IN ORDER TO ACHIEVE THESE GOALS, WE ARE MAKING THREE CORE COMMITMENTS: ACADEMIC EXCELLENCE OPERATIONAL EFFICIENCY COLLECTIVE IMPACT ACADEMIC COLLECTIVE OPERATIONAL EXCELLENCE IMPACT EFFICIENCY High quality public We value parent Being good stewards of our education is the and community resources is our obligation collective work of the entire school engagement, building trust with towards our taxpayers. We are ensuring district. We want to develop in the community, extracurricular that we have mechanisms in place for our students a love for learning, programs, electives, and before- departments to manage performance the motivation to take initiative and after-school programming. and set achievable goals for business and set goals for themselves, work We will embrace transparency and finance, human resources, and collaboratively with peers, think in how we communicate with technology that put our district on solid critically and make choices that the community and welcome financial footing, able to mitigate risks are grounded in healthy living and feedback from parents, and provide sustainable resources for belief in their potential to achieve students, community members, our schools. We will be smart in utilizing great things, and the desire to and employees. We will work federal, state, and local grants to align give back to their community. We together through a continuous to school and district improvement also recognize that environmental improvement process. The plans and yield results for students. Our conditions promoting success along education of children cannot capital improvement plan in the next the developmental and learning be done in isolation. It takes five years will guarantee the upkeep and continuum include support for collective effort to have a modernization of our facilities in order to positive, trusting relationships; a collective impact on student provide students with the best learning sense of belonging and purpose; achievement. environments. physical and emotional safety; and developing emotional connections. FSD145 Three-Year Vision 13

CORE VALUES AND BELIEFS WE WILL COMMIT TO MAKING SURE THAT OUR PLANNING, PRACTICES, AND THE WAY WE EVALUATE OUR WORK WILL REFLECT OUR CORE VALUES AND BELIEFS: 1. ACADEMIC ACHIEVEMENT includes meaningful curriculum and programs. 2. CONTINUOUS LEARNING AND IMPROVEMENT is imperative for our students, teachers, school leaders, and district staff. 3. PARENT AND COMMUNITY PARTNERSHIP is key to fulfilling our three-year vision and mission. 4. STUDENT-FOCUSED OUTCOMES are at the center of every decision we make. 5. EQUITY FOR ALL is possible if we identify and remove barriers that get in the way of student success and create opportunities for all. 6. CULTURAL AWARENESS AND TOLERANCE is valued. Regardless of background, people of any age who feel and see their identities reflected in the work they are doing and who feel connected to each other can transform lives through education and contribute to a deeper understanding of how tolerance enhances our lives. PLANNED ELEMENTS FOR EACH COMMITMENT Components: Key levers for each commitment • Strategies: Core strategies to guide school and department work plans • Actions: Specific steps we will take that are aligned to our strategies • Targets: Measurable indicators of progress 14

THREE-YEAR TARGETS IN ORDER TO FULFILL OUR MISSION, FSD145 IS STRIVING TO ACHIEVE THE FOLLOWING TARGETS: EARLY ELEMENTARY AND HIGH SCHOOL ALL STUDENTS CHILDHOOD – MIDDLE SCHOOL (K-12) PRIMARY GRADES 85% 70% 95% 10% of Freshmen will be on Students grades 3-8 will track to graduate high Attendance increase in students attain national average school in four years demonstrating growth for reading in MAP 5% 85% Kindergarten Readiness 70% decrease in chronic in each developmental of students will absenteeism annually area on the Kindergarten of students will be at or graduate high school Individual Development above national attainment 5% Survey (KIDS Assessment) within five years for math in MAP decrease in 65% 35% disproportionality of Out 65% of 2nd grade students of students will meet of School Suspension will be at or above of students will attain college readiness among African American national average growth male students annually national attainment for benchmarks on SAT in ELA reading in MAP for reading in MAP 5% 20% 65% 65% decrease in office- of students will meet college managed referrals of 2nd grade students of students will attain readiness benchmarks on will be at or above national average growth annually SAT in Math national attainment for for math in MAP math in MAP 75% of graduates will enroll in a 2-year program and/or 4-year college FSD145 Three-Year Vision 15

FSD145 2020-2023 VISION ACADEMIC OPERATIONAL COLLECTIVE EXCELLENCE EFFICIENCY IMPACT Standards align, Organizational excellence Family and community rigorous instruction engagement Continuous Rooting our Focus on Manage our process decision in data Deepen partnerships through instructional care performance engagements improvements Increase and Strengthen Implement Transparency to Community strategy and provide access to supports for performance the community, transparency English learners management FSD, and Board universal pre-k Timely and transparent strategies communication Comprehensive, Support student district-wide success in high Resource efficiency approach to SpEd school and Create and Strengthen Career pathways and and Alt programs beyond follow a financial governance opportunities structures and Expand and Implement MTSS stability plan mitigate risk Provide deepen AVID and academic transformative interventions Enhance summer extra-curricular system programs activities Reflective and empowered Proactively engage end users educators Create and follow a capital and Comprehensive elective offerings – facilities improvement plan middle school to high school Design PD that Establish a Invest in our people reflects District culture of learning needs Provide wellness Robust supports evaluations Establish a culture of respect, rapport, and communication Recruitment, hiring, and retention Highly competent and visionary school administrators Job-embedded Invest in school professional leadership learning pipeline Support principals in creating a positive and equitable environment Safe and healthy schools Safe and MTSS/behavior supportive interventions learning environments Teach students social, emotional, and cognitive skills and embed them into academic learning 16

CORE COMMITMENT #1: ACADEMIC EXCELLENCE COMPONENT 1: STANDARDS- 1.1.3. Teach students in ways that reflect their ALIGNED CURRICULUM AND cultures, identities, and experiences. RIGOROUS INSTRUCTION Why? Students learn best when we meet them where they are in life through the work they do. The implementation of change is not accomplished overnight, but it 1.1.4. Put grade-level texts with appropriate support at can be successfully done over time. the center of teaching in every classroom. Why? Studies show use of grade-level texts boost overall Douglas Fisher & Nancy Frey, Better Learning Through student achievement. Structured Teaching 1.1.5. Connect our non-instructional staff to our common STRATEGY 1.1. cause around education. Why? The work of every FSD team member affects Focus on what matters most - the instructional teaching and learning. core: content and skills, teacher practices, and student learning 1.1.6. Elevate and strengthen instruction in core subject areas ACTIONS Why? Student achievement is the top priority in 1.1.1. Guarantee a viable curriculum for every student in education because it prepares students to be critical all schools across the district. thinkers, problem solvers, and responsible, productive Why? A consistent K-12 curriculum supports clear global citizens. The point of education can be captured expectations and outcomes. in a single phrase: worthy accomplishment, achieved by causing thoughtful and effective understanding that 1.1.2. All teachers challenge every student to reach their enables transfer (Wiggins & McTighe 2007). Student full potential by providing rigorous tasks and work with achievement is evaluated in a variety of ways. appropriate support. Why? High expectations boost student achievement ENGLISH LANGUAGE ARTS regardless of student background. By 2023, the K-12 English Language Arts teachers will implement rigorous instruction using an equitable approach that guides students to become lifelong readers, effective writers, and communicators in a 21st- century world. The instructional practices include word study, vocabulary, fluency, comprehension strategies, FSD145 Three-Year Vision 17

ACADEMIC EXCELLENCE read-aloud, shared reading, close reading, small group MATHEMATICS instruction, independent reading, writing tasks, speaking/ listening skills, and a variety of ongoing assessments. Research shows that students learn math concepts more Assessment data will be analyzed to provide teachers deeply when they grapple with authentic problems and students with effective feedback and engage rather than follow a series of steps. We will continue students in the learning process. to align math instruction to the Illinois Common Core Standards to help students acquire a deep, conceptual ACTIONS understanding of core math content through focus, • Use common assessments and assessment tools coherence, and rigor. Focus shifts teaching/learning from a mile long and an inch deep model to a deeper, consistently to gather and analyze data, which will richer understanding of fewer concepts. Coherence be used to guide ELA instruction, early diagnoses, ensures math connections are made between grade interventions, planning, goal setting, and feedback to levels and builds logical progression. Rigor promotes the students. equal balance of conceptual understanding, application, • Utilize K-2 certified reading foundational facilitators and procedural skill and fluency (Illinois State Board of in supporting fidelity of implementation of the Education College and Career Readiness - Math). Wilson’s reading program and provide professional development to ensure that all K-2 students are ACTIONS reading at grade level or above grade level by third • Ensure students will be able to persevere in solving grade. • Provide professional development on implementing mathematical problems by complexity. rigorous, relevant instruction and evidenced-based • Focus professional learning on using data to make strategies to better engage student learning and provide students with skills needed to be at or above instructional decisions, drive differentiation, and grade level. plan for small group instruction. Focus on Domain 1: • Close the reading achievement gap among Planning for Instruction. academically at-risk students by fostering classroom environments that encourage student ownership in learning, provide equitable opportunities for all students, differentiate reading instruction, and closely monitor student progress, as needed. • Facilitate professional development in evidence- based teaching strategies using various providers to promote deeper thinking, more writing, research, and communication skills that are cross-disciplinary for secondary schools to increase student engagement and reading achievement. 18

• Develop strong teacher leadership partners in math ACTIONS across all grade levels that will be instrumental in • Facilitate job-embedded professional learning on what improving student achievement. high-quality inquiry-based social science instruction • Ensure teachers certified in mathematics will teach all looks like in FSD145 that reflects our belief in the math courses for grades 6-12. power of cultural awareness and tolerance leading to equitable outcomes for all. SCIENCE • Create opportunities for all students to engage in inquiry by asking meaningful questions and using By 2023, students will receive a high-quality science appropriate resources to uncover answers. education that embraces the Next Generation Science • Utilize student voice in providing choices that allow Standards with an emphasis on critical thinking, students to take informed action to bring about creativity, collaboration, and communication skills to positive change in their lives and in the community ensure students are college and career ready and around them. scientifically literate citizens. Science instruction is organized in four domains, which include 1) the life VISUAL ARTS sciences, 2) the physical sciences, 3) the earth and space sciences, and 4) the engineering, technology, and The Visual Arts department will continue to provide an application of science. All science classrooms will teach exceptional art education program across the K-12 span, the four domains and each unit within the domains will which fosters and supports students as global citizens. include an appropriate phenomena in which students By utilizing both national and state Visual Arts standards use three-dimensional learning in order to perform like to guide teaching, students receive challenging and scientists and engineers. diversified art education. Our rich art program at FSD145 is grounded in our belief in equitable opportunities ACTIONS that prepare art students who are entering a creative • Coach science teachers on the Next Generations arts degree, in addition to providing non-art majors with an enriching art educational experience. Over the Science Standards (NGSS) to support the integration next three years, we will address the challenges and of three-dimensional learning (Scientific and opportunities faced by our students and staff. Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts) in every unit and use ACTIONS: phenomena to drive the teaching and learning in • Elevate student engagement across all grade levels science instruction. • Ensure the district’s science summative assessments by ensuring all visual arts teachers are given access to will incorporate three-dimensional learning tasks ongoing job-embedded professional learning through that include the disciplinary core ideas, scientific and the use of the PLC model. engineering practices, and cross cutting concepts so • Develop the capability and ability to use resources students have a deeper understanding of content as that provide a variety of art making experiences for well as application of content. elementary students that will lay a foundation for • Develop an NGSS alignment from elementary to lifelong creativity. middle school and middle school to high school. • Adapt to support the FHS academies as a global class. • Integrate NGSS into Project-Based Learning. • Increase the enrollment and participation in upper- level art classes, including higher AP Art and Design SOCIAL SCIENCE portfolio scores, across all student demographic groups. By 2023, all teachers in grades K-4 and all social science teachers in grades 5-12 will collectively understand the I love my school (Empire Elementary). My favorite purpose and role of the social sciences within the things are art and gym. broader educational context, providing students with engaging social science learning opportunities Zion Fleming, 4th Grade that foster the core 21st century competencies of critical thinking, collaboration, creativity, and communication via high-quality inquiry-based instruction. FSD145 Three-Year Vision 19

ACADEMIC EXCELLENCE MUSIC PHYSICAL EDUCATION/HEALTH The importance of music is vital to our self-pride, our Physical education encourages pupils to be active identity as a district, and as a community at large. The and supports them in their understanding of how to study of music is beneficial to cognitive development, participate safely and effectively. Our PE and Health cooperative learning, expressive and creative opportunities, programs are inclusive to ensure that pupils of all abilities and community enrichment. Music improves every function can access the range of activities we offer, are physically of the brain including but not limited to motor control active for sustained periods of time, and are encouraged functions, auditory-motor interactions, language, memory, to lead healthy, active lives. We recognize that regular imagery, and the mathematical functions of timing, participation in sport and physical activity can help to sequencing, and spatial organization (Pitts, S.E., What is reduce the risk of heart failure, improve physical fitness, music education for? Understanding and fostering routes help with weight management, promote good health and into lifelong musical engagement, Music Education nutrition, instill self-discipline, improve self-confidence, Research, 19:2, 2017). We will work to further strengthen reduce stress, and develop lifelong learning skills. the music program and expand its accessibility to all Implementing and maintaining high-quality PE and Health students, staff, and community members by 2023. programs will require us to elevate our practice. ACTIONS ACTIONS • Provide both internal and external professional • Inspire pupils to successfully participate and excel learning opportunities for all music teachers that in competitive sport and other physically demanding supports the implementation of best practices and the activities both in and beyond the curriculum. integration of 21st century skills and competencies. • Allow pupils to learn about themselves, the • Dig deeper into musical theory at the elementary importance of a healthy, active lifestyle, self- level and support all third and fourth grade students expression, and concepts such as fair play, teamwork, in delving into composition both individually and in and respect in order to make positive decisions groups through inquiry- and problem-based learning. throughout their lives. • Advocate for at least 25% of students in grades 5-12 • Contribute to the development of a range of important to continue their musical learning by providing high- cognitive skills, such as problem solving, decision- quality, engaging, and culturally appropriate elective making, and analysis. courses. • Participate in high-quality 21st century professional • Increase the number of public performances that learning through participation in the IAHPERD annual showcase students’ talents. conference and forming partnerships with innovative practitioners. 20

STRATEGY 1.2. 1.3.2. Ensure that the literacy curriculum will include phonological, phonics, and vocabulary in-struction, Create a balanced assessment system to guide children’s literature, and time devoted to writing. planning and teaching Why? Literacy is the foundation for all learning and the foundational skills are instrumen-tal in students ACTIONS reading and comprehending at grade level. 1.2.1. Implement an assessment plan that provides 1.3.3. Ensure all preschool students are introduced educators with greater insight into stu-dent performance. to mathematical concepts, methods, and language Why? In order to better respond to the academic needs through effective, research-based curricula and best of students at an early stage. teaching practices. Why? Research on children’s learning in the first 1.2.2. Develop a plan that includes the use of authentic six years of life demonstrates the im-portance of assessments that measure what matters most in student early experiences in mathematics. An engaging and learning. encouraging climate for children’s early encounters Why? So teachers can set goals that reflect what with mathematics develops their confidence in students need to learn and be able to do. their ability to understand and use mathematics. These positive experiences help children 1.2.3. Incorporate data in every decision that is made on to develop dispositions such as curiosity, students’ progress. imagination, flexibility, inventiveness, and Why? Collecting, analyzing, and responding to high persistence, which contribute to their quality information about student learning helps schools future success in and out of school serve all students equitably. (Clements & Conference Working Group, 2004). TARGETS 1. By 2021, all schools will be expected to have a FSD145 Three-Year Vision 21 functioning Problem Solving Team or MTSS team that regularly reviews student academic and behavior progress and clears next steps for support and interventions. 2. By 2023, our student growth measures will include a Type 1, Type 2, and/or Type 3 assess-ment(s) in order to have a more balanced approach to measuring growth and proficiency. 3. By 2023, we will expect to use a common diagnostic tool for reading and math to identify the types of interventions needed in the primary grades. 4. By 2023, all schools will implement the Promotion and Retention Policy with fidelity. STRATEGY 1.3. Increase and provide access to high-quality universal pre-Kindergarten instruction ACTIONS 1.3.1. Develop a plan for how to increase access to full day pre-Kindergarten and work with families to promote enrollment throughout the city. Why? Research has shown that students who participate in full day pre-kindergarten out-perform their peers on social-emotional, cognitive, literacy, math, and physical develop-ment measures (Notes in the back A. Atterberry, D Bassok, & V. Wong, “The Effects of Full day Pre-kindergarten: Experimental Evidence of Impacts on Children’s School Readi-ness.)

ACADEMIC EXCELLENCE 1.3.4. Ensure all preschool staff are implementing the STRATEGY 1.4. Second Step curriculum to address social and emotional learning in the classroom. Strengthen supports for English Learners Why? Second Step is a research-based program that provides a common language with a clearly designed set ACTIONS of social-emotional skills, leading to increased school 1.4.1. Continue improving the instructional and readiness, a smooth transition into Kindergarten, and operational components of the district’s Transi-tional more success at school and in life. Bilingual Education and Transitional Program of Instruction. 1.3.5. Strengthen family and community relationships. Why? In addition to being a requirement outlined by Why? To increase family engagement and provide clear the State of Illinois (Article 14C-3, Il-linois School Code) communication in order to build strong partnerships. for varied English learner enrollments, developing well Parental involvement in the preschool setting is essential organized language programs greatly influences the for creat-ing a positive experience for children. It helps learning opportunities for English learners (Spolsky, children perform better, reduces absentee-ism, reduces Bernard; Francis M., 2010). behavior problems, and increases social skills. Parents that are involved at the early years are more likely to stay involved as their child progresses through school. 1.3.6. Provide ongoing Professional Development to all preschool teachers, classroom support staff, and instructional leaders. Why? We need to work on investing in early childhood instructional practices that will foster a collaborative culture of educational development and increase student learning for improved Early Childhood Environment Rating Scale: ECERS-3 and Kindergarten Read-iness scores. TARGETS 1. Increase access to preschool by adding additional preschool sections each year. 2. By 2023, the ECERS-3 Overall report score will be at a 5 or above, which indicates a rating of Good to Excellent. 3. Kindergarten Readiness score will show a 5% increase the first year and a 10% increase the following 2 years in each of the 3 Kindergarten Readiness Domains: Approach to Learn-ing/Social Emotional, Language and Literacy Development, and Math by implementing a high-quality early education program. 22

1.4.2. Align a general standards-based curriculum by 1.4.6. Improve family engagement among English learner providing ongoing professional learning opportunities parents throughout the district. related to the WIDA Standards for bilingual, ESL, and Why? Because parental engagement encourages the general education teachers throughout the school district. initiation of parental perspective, which has proven to Why? The WIDA Standards is an effective approach be central in developing and sustaining cooperative towards differentiated and scaffolded instruction educational and parental relationships in schools that for multilingual students in all content areas (WIDA greatly influences learning among a given learning Consortium, 2012). community (Ferlazzo & Hammond, 2009). 1.4.3. Provide training related to the analysis and TARGETS interpretation of standardized language as-sessments 1. By 2023, the district’s Transitional Bilingual Education (ACCESS for ELLs) and local district assessments (Test for English Language Learning) to all administrative and program and Transitional Program of Instruction in teaching staff throughout the district. PK-12 will be heavily focused on standards-based Why? Understanding the language domain performances alignment and assessment. in listening, speaking, reading, and writing gathered from 2. By 2023, the district will reach a projected 15% language assessments is central to student placement, increase in language proficiency in at least one of the fo-cused instructional planning, and ongoing academic domain level performances among English learners on developmental support (Gottlieb, 2016). ACCESS for ELLs: a. 2020-2021 - 5% End of Year projection increase rate 1.4.4. Implement a comprehensive student reporting system that is closely aligned with the general education over prior year reporting system and practices. b. 2021-2022 - 5% End of Year projection increase rate Why? Proper reporting information is essential to parental communication regarding student learning. It is over prior year also outlined as a central feature in effective language c. 2022-2023 - 5% End of Year projection increase rate programs (Article 14C-3, Illinois School Code, Illinois State Board of Education, 2004). over prior year 3. By 2023, all teachers who have participated in 1.4.5. Invest in improved instructional materials and resources to make sure that English lan-guage acquisition professional learning opportunities related to English is not a barrier to students’ academic success. learners will have an improved understanding of Why? To ensure English Learners develop strong literacy instructional and cultural aware-ness approaches as skills in both their native lan-guage as well as in English in indicated by classroom observations and instructional all academic content areas using resources and methods planning meetings (Danielson Domains 1a, 1b, and 4c). that are current in the areas of multilingual development. 4. By 2023, the district will have a 15% increase in participation by English learner parent in-volvement in Bilingual Advisory Committee membership and program decisions. FSD145 Three-Year Vision 23

ACADEMIC EXCELLENCE STRATEGY 1.5. TARGETS 1. By 2023, FSD will not surpass the ISBE State Target Develop a comprehensive approach to special education and alternative programs across the with respect to the percentage of students with IEPs district being served in separate educational facilities. ACTIONS For context, FSD would have needed to decrease this 1.5.1. Empower IEP teams to monitor key special percentage by approximately 4% in SY19 to have met education compliance indicators and improve IEP quality the state target. by providing ongoing training and support with respect to research-based best-practices and policy/regulatory 2. By 2023, the growth rate of special education students requirements. will exceed that of students without IEPs in reading in Why? To better ensure legal compliance and to improve grades 3, 6, and 8, as measured through the ECRISS data integrity as relates to district and school-level platform. decision-making/planning as well as funding. 3. By 2023, FSD will meet the ISBE state targets for 1.5.2. Train staff in the identification and implementation compliance indicators 10 and 11. of evidence-based interventions and instructional a. Indicator 10: There will be no disproportionate strategies for students with disabilities that promote representation of racial and ethnic groups in specific greater access to rigorous curriculum in the general disability categories as a result of inappropriate education setting. identification. Why? To ensure the greatest levels of access to the b. Indicator 11: 100% of children with parental consent general education setting for students with disabilities, to evaluate will be evaluated and will have eligibility which is positively-and strongly-correlated with increased determined within 60 days. academic and social/functional levels of achievement. The Special Education Department 1.5.3. Develop research-based guidance, tools, and staff in FSD145 is second to none. They have training to support an authentic team approach with gone above and beyond to ensure the respect to data-informed decision-making on educational success of all students. Thank you for services and placement. Why? To help ensure clear communication and improve your consistency, your availability, meaningful participation among all IEP stakeholders in and your willingness to see the decisions on educational services and placement. ‘able in the label’. Deontae & Shaneka Collier, former FSD Parents 24

STRATEGY 1.6. 1.6.6. Develop and maintain partnerships with local businesses and colleges, including offering more dual Supporting student success in High School and credit courses as well as AP courses. beyond Why? Students can receive career guidance and experiences through field trips, guest speakers, ACTIONS job shadows, and internships, as well as complete 1.6.1. Continue the Freshman on Track program, which requirements for dual credits and industry certifications, includes educating all freshmen during the first quarter making students more employable and more ready for of their freshman year about graduation requirements college after high school. and monitoring student grades monthly. Why? Students who understand the graduation 1.6.7. Develop and use a professionalism rubric. requirements are able to make better choices regarding Why? A rubric of what are sometimes called “soft skills” their grades. will be used as the shared language of expectations between local businesses and schools. Developed 1.6.2. Continue to support freshmen who are struggling and implemented by our Founding Partners and with their grades through weekly SAIG group meetings our Academies, the rubric will be used as a student and/or individual check-ins. conversation tool to promote continued growth of the Why? Some students need to learn the habits that lifetime professionalism skill set that promotes hiring and contribute toward good grades, such as daily monitoring decreases firing of employees. of grades, keeping an assignment book or calendar, and communicating regularly with teachers. 1.6.8. Accreditation through NCAC (National Career Academy Coalition). 1.6.3. Continue to develop a mentoring program that Why? The road to success is laid out through the NCAC pairs a struggling freshman with an AVID senior mentor. rubric that measures all components of a successful Why? Seniors are closer in age to freshmen and may be career academy model at the high school level. Each able to give suggestions and advice that are more readily of the four Academies, HEAL, LEAD, CREATE, and accepted by freshmen. FRESHMAN will work toward accreditation within the first three years of the launch of Academies at FHS. 1.6.4. Expand Freshman Careers Course to full year and group freshmen students within a freshmen team of As a student at Freeport High School, I teachers. found the education that was provided Why? Supportive year-round mentoring with a team of to be a great preparation for both college teachers who are focused on freshmen students’ success and life. During my time as a student at is critical to building a foundation for four years of high Freeport, I was challenged with AP/Honor school success in their first year of high school. courses. These courses pushed me and showed me a glimpse of what college 1.6.5. Students will choose a career pathway that places them in a career academy when registering for coursework would be like and what I sophomore year classes. feel really prepared me for that next Why? 1) Students who join an academy will be joining level. I found it easy to balance both my a smaller group of students with similar interests and academics and athletics during my time at will share a set of teachers. This smaller feel will help Freeport High School. With the amount students feel a sense of belonging in school, as well as of tutoring and study zone, I was able to provide better mentoring relationships with teachers that finish my work ahead of time allowing me they see more often. 2) Classes within each academy to focus on athletics when it was time. will teach through the “career lens” of the academy, Freeport granted me a great education which creates authentic reasons to learn and master new material and skills. 3) Choosing a career pathway may that I will forever be grateful for. motivate a student to create goals for life beyond high school and give them a sense of purpose in completing Major Dedmond, FHS Alum, Class of 2019 high school requirements. 4) Each pathway will offer an industry certification that students can earn prior to graduation. FSD145 Three-Year Vision 25

ACADEMIC EXCELLENCE TARGETS Why? Common language, aligned goals, and shared best 1. 85% of freshmen will be on track to graduate high practices in all areas of FSD leadership are essential to ensuring that a system is in place to promote college and school in four years. career readiness for all FSD students. 2. 85% of students will graduate high school within five 1.7.4. The 6-12 grade AVID elective class will support years. students in their development of WICOR skills, 3. 35% of students will meet college readiness systematically provide opportunities for college and career exploration, and assure that students are benchmarks on SAT in ELA. prepared for success when accepted to a post-secondary 4. 20% of students will meet college readiness institution. Why? The AVID Elective is helping to close the benchmarks on SAT in Math. achievement and opportunity gap in enrollment at 5. 75% of graduates will enroll in a 2-year program and / four-year universities. According to the AVID Illinois Snapshot, 97% percent of AVID elective students in or 4-year college. Illinois completed college entrance requirements in the 2018-2019 school year. STRATEGY 1.7. Without AVID, I don’t know Expand and deepen Implementation of the AVID where I would be. It challenged System across the district me academically, but also was the family I needed after losing my ACTIONS 1.7.1. School wide, students in grades K-12 will routinely mother. I probably would participate in the Focused Note Taking process, not have finished my degree in collaborative inquiry strategies, critical reading- and writing-to-learn activities, and the strategic use of 4 years without AVID. organizational tools. Why? AVID strategies and best practices in the elective Phylinese Brooks FHS Alum, have led to 99% of all Illinois elective students graduating 2021 Graduate Columbia University from high school and 100% applying to a 4-year college or university. AVID strategies can also have a positive TARGETS impact school wide. “When compared to non-AVID 1. 50% or more of students in grades 6-12 will have Cs or schools, AVID schools showed increases in enrollment in courses of rigor and increases in graduation rates.” (Watt, higher in the 4 academic cores (Math, Science, English, Powell, Mendiola, & Cossio, 2006). and Social Studies). 2. 50% or more of the students in grades 3-5 will be 1.7.2. Teachers in grades K-12 will be trained in Writing, meeting grade-level standards for the core content areas. Inquiry, Collaboration, Organization, and Reading 3. 60% or more of teaching staff at implementing sites (WICOR) strategies and Culturally Relevant Teaching will have 12 or more hours of AVID training to ensure Practices (CRT). Guidance will be provided on how to that 70% or more of the teaching staff is routinely infuse them into their lesson planning. planning for and using WICOR and CRT strategies. Why? Actively participating in training about, planning 4. 100% of district and building administrative staff for, and utilizing engaging best teaching practices will receive and utilize their Leadership for College (WICOR and CRT) will help students learn, retain more Readiness training to promote an FSD system that information, and be prepared to apply their learning in prepares all students for college and career readiness. real-life situations. 5. Implement the AVID Elective with fidelity for 2+ sections of 7th through 12th graders and expand to 1.7.3. All district administrators, building administrators, implement 1 section of the 6th grade elective. and other selected leaders will have Leadership for College and Career Readiness training to build the capacity to use common language and strategies and have aligned goals to function as an aligned K-12 system to support FSD students toward college and career readiness. 26

STRATEGY 1.8. COMPONENT 2: REFLECTIVE AND HIGHLY Implement a comprehensive Multi-Tiered EMPOWERED EDUCATORS Systems of Supports (MTSS)/academic interventions According to Charlotte Danielson, who created the current framework used for ACTIONS FSD teacher evaluations, “Important 1.8.1. All students receive challenging, grade-appropriate characteristics of… an evaluation system are Tier I instruction and have equitable access to high (1) teacher engagement with the process, quality, universally designed academic curriculum and (2) teacher reflection and conversation, and instruction that integrates culturally sustaining pedagogy (3) trust (Enhancing Professional Practice: A and is linguistically responsive. Framework for Teaching, 2nd edition). Highly Why? Setting high academic and behavior standards empowered, competent, and reflective for all of our students builds a strong foundation for a teachers exist within a culture of growth and holistic education. support that they create for their students and that is created by the building and 1.8.2. All schools implement school-wide, classroom, and district administration. research-based academic interventions for achieving academic outcomes, with a strong focus on integrating STRATEGY 2.1. prevention and intervention strategies for effective instruction. Design professional learning that reflects Why? This process provides early intervening services the needs of teachers in the classroom and to struggling students to improve their skills and an provides the opportunities for differentiation opportunity to extend skills for students who are at or (Domains 1 & 3) above grade level. FSD145 Three-Year Vision 27 1.8.3. All schools have an integrated data collection system that include various assessments to determine the learning needs of each student, as well as data collection methods for monitoring effectiveness of instruction and continuous systemic improvement. Why? Collective efficacy has a strong positive relationship to organizational effectiveness compared to individual efficacy. 1.8.4. All schools have a team to develop, plan, and review individual student needs for instructional behavior and academic support. This team will be used to collect data to determine plan effectiveness and intervention progress. Why? Collective efficacy has a strong positive relationship to organizational effectiveness compared to individual efficacy. TARGETS 1. 100% of schools will have an MTSS system in place as measured by the Self-Assessment of MTSS tool (SAM). 2. 100% of K-8 schools will have a progress-monitoring tool selected and used with students by 2023. 3. Increase the number of students successfully responding to Tier 1 by 10% annually. 4. Decrease the number of students accessing Tier 2 supports by 10% annually. 5. Decrease the number of students accessing Tier 3 supports by 10% annually.

ACADEMIC EXCELLENCE ACTIONS STRATEGY 2.2. 2.1.1. Assess learning needs of all teachers via a survey or other means. Establish a culture for learning and create a Why? Effective professional learning occurs when it is culture of respect, rapport, and communication differentiated and teachers are engaged and receive with students (Domain 2) learning that positively impacts their job performance and student learning. ACTIONS 2.2.1. Target professional learning to improve areas of 2.1.2. Use data from evaluations at the building and deficiency for teachers who do not meet the Proficient district level to drive professional learning needs across threshold for Domain 2 of the teacher evaluation rubric. the district. Why? Being able to contribute in a positive way to Why? Professional learning directly connected to each improve school culture is important for all staff in order building and the district needs can positively impact to create a culture of respect and rapport. teacher and student performance. 2.2.2. Target professional learning to current Social 2.1.3. Determine individual teacher needs for Emotional Learning (SEL) programs and current job professional learning. responsibilities. Why? Individual teachers, supported on an individual Why? Professional learning needs to be applicable to basis, improve their abilities to meet all student needs. current job responsibilities and current district programs in order for them to be carried out with fidelity. 2.1.4. Assess what equipment and supplies are needed to differentiate lessons for all students. 2.2.3. Communicate routinely with teachers regarding Why? Students are diverse in needs and abilities and needs for support in creating a culture of respect and teachers need to meet those students where they are at rapport with students. with appropriate support. Why? When teachers are supported, and classroom culture is improved, it contributes 2.1.5. Coordinate collaborative professional learning to overall school culture and can impact strategies across the district and in new teacher teacher retention in a positive way. academy/mentorship. Why? Given the mobility of our student population, consistency from building to building is important for student learning and teacher collaboration. TARGETS 1. By 2023, all teachers will be proficient or excellent in Domains 1 and 3 on their annual teacher evaluation. 2. By 2023, all teachers will have the necessary skills, equipment, and supplies to differentiate lessons for all students. 28

TARGETS COMPONENT 3: HIGHLY 1. By 2023, all teachers will be proficient or excellent in COMPETENT AND VISIONARY Domain 2 on their annual teacher evaluation. 2. By 2023, all professional staff have the necessary skills, SCHOOL ADMINISTRATORS support, and supplies to develop a culture of respect, According to research published by the Wallace rapport, and communication with students (Domain 2). Foundation, “Leadership is second only to classroom instruction among all school-related STRATEGY 2.3. factors that contribute to what students learn at school.” Highly competent and visionary Creating a culture of respect, rapport, and school administrators must be able to improve communication with families and community teaching and learning, create and sustain a (Domain 4) culture of high expectations, as well as lead with professionalism and integrity. ACTIONS 2.3.1. Provide clear guidance for assessing school STRATEGY 3.1. community needs. Why? When we know what our school families need we Design professional learning that meets the can plan events that meet those needs. leadership needs of school administrators 2.3.2. Create a district calendar of events that includes ACTIONS all levels of schools. 3.1.1. Design job-embedded professional learning for Why? When events are published in a central source, principals and assistant principals that aligns to the teachers and staff can support each other and our Standards of Leadership Practices, reflects their needs communities by not overlapping competing events, and as school leaders, and improves student learning. attending events at other schools if desired. Why? When school administrators demonstrate high competency as instructional leaders, they drive the 2.3.3. Provide professional learning about cultural learning environment to high performance. competencies and trauma-informed practices for staff and interested members of the community. 3.1.2. Develop and support principals and their Why? When staff and community are more aware of instructional leadership teams in creating a professional cultural competencies and trauma- informed practices, learning community which provides teachers with tools, they can have rich conversations around family and training, coaching, feedback, and support to make data community needs. driven decisions. Why? School leadership plays a critical role in creating a TARGETS strong adult culture for teaching and learning that drives 1. By 2023, all teachers will be proficient or excellent in student success. Domain 4 on their annual teacher evaluation. 3.1.3. Support principals in creating a school climate that 2. By 2023, all professional staff have the necessary engages all stakeholders equitably. Why? Principals play a critical role in creating a positive skills, support, and supplies to develop a culture of culture for the school and community. respect, rapport, and communication with families and community. We continue to change, innovate, and dream about the possibilities for our community’s children. Something I love about being part of the Freeport School District is that we are never satisfied. Laura Stocker, International Baccalaureate Coordinator/Teacher FSD145 Three-Year Vision 29

ACADEMIC EXCELLENCE TARGETS 4.1.2. Demonstrate an increase in student engagement by 1. By 2023, all principals will be distinguished in Standard monitoring attendance and chronic absenteeism. Why? In 2019, 41% of African Americans and 27% of 3: Improving Teaching & Learning. students overall in the district missed 10% or more 2. By 2023, all principals proactively engage families of school days. When students are present at school, they are more likely to participate in academic and and communities in supporting their children’s school social learning opportunities and experience success. learning goals. (Standard 4C) “Starting as early as preschool and kindergarten, chronic absence—missing 10 percent of the academic year—can COMPONENT 4: SAFE AND leave third graders unable to read proficiently, sixth HEALTHY SCHOOLS graders struggling with coursework, and high school students off track for graduation.” We want to ensure STRATEGY 4.1. that students leaving Freeport schools are ready for post-high school opportunities. Create safe and supportive learning environments in schools 4.1.3. Professional learning for all educators around the school-wide SEL structures and practices to strengthen ACTIONS adult capacity and competencies (managing student). 4.1.1. Create school-wide culture, structures, and Why? The adults who interact with students have a practices that allow students to feel a sense of profound impact on their lives. We want our staff to have community through the use of targeted SEL supports, the structures and practices that will allow this impact to strategies, and curricula. be positive and be consistent. Why? In the district, there were 13,710 referrals according to 2019 end-of-year data. We will be 4.1.4. To support and hold all educators accountable for intentional in how we ensure our students and their modeling social and emotional skills. families feel safe and supported because we know Why? It is paramount to have staff develop their own that this type of learning environment cultivates a social and emotional competencies in order to better strong sense of community, which ultimately serves an teach and model them for students. important prevention strategy for negative behaviors. 30

TARGETS promote safe and healthy schools. Our ultimate goal is to 1. Aim for 100% of schools to receive a designation ensure that every child has access to and learns the skills, strategies, and tools that they will learn to apply beyond of “more implementation” (the second highest the classroom. We know that safe and healthy schools designation on the survey) in the area of Supportive provide the optimal learning environment for student Environment on the 5 Essentials Survey by the end of success. 2023. 2. Strive for all subgroups to consistently be at or above 4.2.3. Increase social, emotional, and mental health an 80% graduation rate by the end of 2023. resources and student access to them. 3. Decrease the total number of office-managed referrals Why? Students face enormous pressures today that can for students overall, and out-of- school suspension and distract them from learning and they need ample access expulsion rates for African American students by 10% to sound resources. by the end of 2023. 4. Maintain an attendance rate of at least 92% overall 4.2.4. Provide professional learning to staff around and for African-American students, and decrease by structures for ongoing growth, reflection, and 10 percentage points the number of chronically absent accountability for staff modeling and teaching of social, students (those who miss 10% or more of school days emotional, and cognitive skills. per year) overall and for African American students by Why? Educators that develop their own social and the end of 2023. emotional competencies are better able to teach and 5. Plan for 80% of teaching staff to be trained in SEL model the desired skills for students. Students have more structures, practices, and curricula and demonstrate opportunity to strengthen and develop skills when they partial integration of SEL standards in the classroom are modeled by adults and embedded in their learning according to the Illinois Learning Standards for Social community. Emotional Learning Classroom Integration Rubric by the end of 2023. TARGETS 1. 80% of teaching staff have been trained and STRATEGY 4.2. demonstrate partial integration of SEL standards in the Explicitly teach students social, emotional, and classroom according to the Illinois Learning Standards cognitive skills and embed them all in academic for Social Emotional Learning Classroom Integration learning Rubric by the end of 2023. 2. Decrease the total number of office-managed referrals ACTIONS by 10% by the end of 2023. 4.2.1. Provide professional learning for all staff that have 3. Decrease the number of out-of-school suspension and a direct impact on student well-being throughout the day. expulsion rates for African American students by 10% Why? Practices that integrate social, emotional, and by the end of 2023. cognitive development with academic learning can immediately boost academic motivation and learning I’m so excited for Dr. Alvarado’s in classrooms throughout the day. (Berger et. al p.26.) leadership and awareness of including In order to have academic success, a student must be socially and emotionally ready to learn. We know that all stakeholders’ input to complete when one is emotionally regulated, the ability to retain, a comprehensive plan for aspects synthesize, and apply information is optimal. of the whole learner! Clinicians are key components to supporting our 4.2.2. Adopt and use research-based resources, best student, staff, and parent needs. practices, and strategies that teach and support I am thankful for being included students in the areas of social, emotional, and cognitive skills and competencies. on a collaborative team that is Why? When resources are being heard and valued. implemented to fidelity, research-based best Christine Hodges, Counselor practices will FSD145 Three-Year Vision 31

ACADEMIC EXCELLENCE STRATEGY 4.3. 4.3.4. All schools have a team that meets regularly to develop, plan, and review individual student needs for MTSS/Behavior Interventions instructional behavior and academic support. Team will be used to collect data to determine plan effectiveness ACTIONS and intervention progress. 4.3.1. All students receive challenging, grade- Why? Collective efficacy has a strong positive appropriate Tier I instruction and have equitable relationship to organizational effectiveness compared to access to high-quality, universally designed individual efficacy. behavioral and social-emotional curriculum and instruction that integrates culturally sustaining TARGETS pedagogy and is linguistically responsive. 1. Plan for 100% of schools to have an MTSS system in Why? Setting high academic and behavior standards for all of our students builds a strong foundation for place as measured by the Self-Assessment of MTSS a holistic education. tool (SAM). 2. Plan for 100% of K-8 schools to have a progress- 4.3.2. All schools implement school-wide, classroom, monitoring tool selected and used with students by and research-based positive behavioral interventions 2023. for achieving important social, emotional, and 3. Increase the number of students successfully academic outcomes, with a strong focus on responding to Tier 1 instruction from 64% responding integrating prevention and intervention strategies for to 70% by 2023. effective instruction. 4. Maintain the number of students accessing Tier 2 Why? Research-based positive behavioral supports at 15% by 2023. interventions are shown to be more effective than 5. Decrease the number of students accessing Tier 3 traditional reactive and punitive approaches. supports from 21% to 15% by 2023. 4.3.3. All schools have an integrated data collection system that includes assessments to determine the learning needs of each student, as well as data collection methods for monitoring effectiveness of instruction and continuous systemic improvement. Why? Collective efficacy has a strong positive relationship to organizational effectiveness compared to individual efficacy. 32

CORE COMMITMENT #2: OPERATIONAL EFFICIENCY COMPONENT 1: ACTIONS ORGANIZATIONAL 1.1.1. Plan for every department to perform an EXCELLENCE annual End-of-Year Review (start, stop, continue). STRATEGY 1.1. 1.1.2. Create Plan-Do-Study-Act cycles across the district. Continuous process improvement throughout 1.1.3. Support peer review of District practices. the District STRATEGY 1.2. Why? As leaders of education in our community, we should constantly be studying, planning, implementing, Rooting our decisions in data with underlying and evolving. It is important to instill a culture of data collection (KPIs, dashboards, etc.) constant, logical, and sustainable improvement while engaging employees to be active participants in the Why? Data provides a way for organizations to extract betterment of the District. process knowledge from numbers. Data-driven decision- making applies the knowledge gained to make sound I would like to comment on one of decisions that benefit everyone. our district’s governing values: We continuously improve in everything we ACTIONS do. As an employee of the Freeport 1.2.1. Ensure District goals are supported and measured School District 145, I have learned to by data. have a “Growth Mindset” in and out of the classroom setting. Each day is a 1.2.2. Instill a work culture of data protection, security, new day and a new opportunity to and quality. make changes and show improvements STRATEGY 1.3. from the day before! Implement performance management systems Danita Jackson, Teacher Why? Performance management drives employees to align with organization goals and objectives. It serves two primary purposes: (1) employee decision-making (2) employee development. This alignment requires (1) FSD145 Three-Year Vision 33

OPERATIONAL EFFICIENCY job responsibilities and expectations are clear, resulting COMPONENT 2: RESOURCE in increased productivity; and (2) better information is EFFICIENCY available for compensation and promotion decisions. STRATEGY 2.1. ACTIONS 1.3.1. Implement a talent management system to develop Financial stability plan employee performance. Why? Having a financial stability plan helps align our 1.3.2. Plan for Central Office departments and SIP teams vision with our resources. With a financial stability plan, to go through a performance management exercise twice we can increase focus on curriculum and instruction, be a year to monitor progress on strategic goals. competitive in the job market, and ensure we follow state and federal requirements. STRATEGY 1.4 ACTIONS Transparency to the community, FSD staff, and the Board 2.1.1. Optimize District resources and reduce extraneous spending. Why? Transparency makes information actionable, avoids unnecessary risk taking, and enables sharing 2.1.2. Communicate effectively with internal and external and collaboration within an organization. A culture of stakeholders. transparency builds trust and confidence in our work. ACTIONS 1.4.1. Provide data-driven, easily understood summaries of operations and progress on strategic goals. 1.4.2. Increase communication and engagement with the community. 1.4.3. Strengthen external partnerships. 34

STRATEGY 2.2. COMPONENT 3: INVEST IN OUR PEOPLE Capital and facility improvement plan STRATEGY 3.1. Why? With a capital and facility improvement plan, we can systematically evaluate competing demands for Recruitment, hiring, retention resources and prioritize projects that reflect our long- term goals. Why? Establishing strong partnerships for teacher recruitment provides us a broader reach when we are ACTIONS setting a goal to diversify our teaching force. 2.2.1. Minimize facility deterioration and avoid deferring maintenance. Why? FSD’s workforce should reflect the community we serve and love. Currently, there is a national teacher STRATEGY 2.3. shortage. As of 5/6/2021, Illinois has 4,120 unfilled education positions. During the 2020-2021 school Strengthen governance routines and mitigate year, the Freeport School District averaged 19 unfilled risk teaching positions throughout the school year. Why? A lack of governance leads to inconsistent work, Why? A strong and well-constructed mentoring overlapping deliverables, and gaps in governance program positively impacts the individual as well as the mechanisms. Such inadequacies may lead to failure to organization. According to Forbes Magazine: “Improve enact policies that have been put in place. Workplace Culture with a Strong Mentoring Program” (January 23, 2019), “Mentoring benefits an organization ACTIONS by improving job satisfaction and retention, and aids 2.3.1. Foster a culture of innovation and accountability. in the personal and professional development of the mentee. Moreover, mentors themselves seem to gain just 2.3.2. Be active participants in professional associations. as much.” 2.3.3. Be forward thinking and up-to-date on industry ACTIONS trends and activities. 3.1.1. Leverage social media. • Advertise our open positions 2.3.4. Practice risk avoidance strategies. • Showcase employees’ and new employees’ narratives 2.3.5. Stay up-to-date on legislative policy changes. that show FSD is a good place to work Strategy 2.4. 3.1.2. Track recruitment strategies regularly. Proactively engage end users • Open position dashboard with status, how many days Why? End users of any process within the District have open, issues hands-on knowledge of the problems that need to be solved. Because of this, end-users are perfectly qualified 3.1.3. Build partnership with universities and Golden to submit feedback and be a part of improving the Apple Scholars for targeted recruitment, particularly in process. hard-to-staff areas. ACTIONS 3.1.4. Develop and grow our own teacher program to 2.4.1. Establish open dialogue and an environment of sustain our future teaching workforce by encouraging our understanding. young people to enter teaching. 2.4.2. Create easy ways to receive feedback. 3.1.5. Invest in new teacher development throughout the school year that is job embedded and provides them with expanding their repertoire of classroom management skills, understanding the Domains in the teaching framework, and trauma-informed practices. FSD145 Three-Year Vision 35

OPERATIONAL EFFICIENCY 3.1.6. Invest in new teacher leadership development ACTIONS through the use of mentoring, coaching, and peer 3.3.1. Build and strengthen trust between manager and observation providing them with the opportunity to grow direct reports. across all four leadership aspects: classroom boundary, • Hold frequent discussions of performance curricular boundary, team boundary, and operational boundary (Mujis, Chapman, & Armstrong, 2013). expectations while building working relationships. • Provide an opportunity to agree on expectations for 3.1.7. Improve mentorship program that focuses on new teacher on-boarding, skill development, relationship both parties and commit to them. building, and teacher retention. • Align behavioral and performance expectations to job STRATEGY 3.2. performance. Provide wellness supports for educators and 3.3.2. Provide an opportunity to set and inspire staff excellence. • Foster an environment of innovative thinking and Why? Based on a survey conducted by the American Federation of Teachers, nearly 73% of educators report shared successes. a high level of stress in their jobs. This stress leads to a • Pave the way for deliberate action, accountability, and decline in mental health, physical health issues, and a loss of quality educators as people choose to leave the achievement. profession. In my 20 plus years with the ACTIONS school district, I have valued the 3.2.1. Promote employee mental and physical wellness. collaboration, communication, • Increase participation of staff wellness program. • Provide philanthropic and team building opportunities. and opportunities for growth • Reduce PTO carryover. and change the district provided. 3.2.2. Create an open-dialogue with staff, letting them I enjoy working with a diverse know they are heard. group of students, families and • Establish an annual employee satisfaction survey. faculty who strive to enhance • Give staff an opportunity for 360 surveys. learning. Being able to watch students succeed and grow has STRATEGY 3.3. been the greatest gift ever. Robust evaluations Gigi Ditzler, Family Resource Coordinator Why? “...when managed professionally, openly and honestly, evaluations can help enhance working relationships and performance, with both parties benefiting.” https://www.villanovau.com/resources/ hr/understanding-performance-evaluations/ 36

CORE COMMITMENT #3: COLLECTIVE IMPACT COMPONENT 1: FAMILY AND Walking in the building as a parent and alumni, it’s so good to hear COMMUNITY ENGAGEMENT your name! The staff and teachers STRATEGY 1.1. feel like family, all with a common goal of all students succeeding. Deepen family and community partnerships through engagement Lorilee Wise, Parent ACTIONS 1.1.3. Engage ongoing, meaningful, and collaborative 1.1.1. Develop a family engagement system that cultivates exchanges of information with families to support and empowers students, parents, and staff to jointly student learning and healthy development. support student growth and include parents in the Why? According to a study by Christenson, et al., most decision-making process. effective interventions to promote academic and social Why? A study of Department of Defense schools development of children are those where parents showed that a culture that fosters shared responsibility and school personnel work together to implement for all students and stakeholders, and a “corporate interventions utilizing a two-way exchange of information commitment” to supporting families, improves safety and and those involving communication between school and well-being for all students. home (1997). 1.1.2. Foster a welcoming environment for families that is 1.1.4. Adopt and use a research-based framework that responsive to student and family needs. includes best practices and strategies that provide Why? According to research by Hoover-Dempsey, et resources for engaging families. Family Resource al. (2005), a welcoming environment is one of the most Coordinators will engage in the adoption and influential indicators of family engagement. Schools that implementation process. cultivate relational trust, actively reach out to families, Why? A framework allows for the systematic respond to family and student needs, and give attention development of goals, actions, and accountability to cultural-sensitivity (all components of a welcoming strategies for the engagement of all stakeholders in and supportive environment) have higher levels of family supporting families. engagement (Bryk, et al., 2010, Epstein & Van Voorhis, 2001). FSD145 Three-Year Vision 37

COLLECTIVE IMPACT TARGETS transparent, and effective communication that keeps 1. By the end of 2023, there will be a fully implemented them connected to the District and their students’ school(s). parent engagement framework. Why? The manner in which schools communicate and 2. By the end of 2023, there will be a fully functional interact with parents affects the extent and quality of parent involvement with their children’s learning. parent advisory/leadership committee partnering with Effective communication is essential for building the district as part of the decision-making process. District/School/Family partnerships. It constitutes the 3. 100% of schools will receive a designation of “more foundation for all other forms of family involvement in implementation” (the second highest designation on education. the survey) in the area of Involved Families on the 5 Essentials Survey by the end of 2023. 2.1.2. Develop a communication strategy that allows the District to reach community members with timely, COMPONENT 2: transparent, effective communication that keeps them COMMUNICATION STRATEGY connected to the District and the educational process AND TRANSPARENCY and progress of our schools. Why? Today, the list of stakeholders who school leaders STRATEGY 2.1. must keep apprised of their school activities and direction has expanded. Engaging the community will Provide timely and transparent communication come from a deeper understanding of the community between school, home, and community and where they get their information, as well as developing strategies for identifying, owning, and sharing ACTIONS the stories that showcase powerful teaching and learning 2.1.1. Develop a family communication strategy that in our district. allows the District to reach families with timely, 38

2.1.3. Develop and implement an effective 3.1.2. Develop a streamlined new course request communication plan that will reach stakeholders by process. using a variety of communication resources, helping to Why? Teachers and administrators will be able to eliminate as many communication barriers as possible. request courses that they are certified to teach and Why? The great diversity among families and are of interest to them. communities means that it is not possible to rely on a single method of communication that will reach all homes TARGETS with a given message. It is essential that a variety of 1. Ensure that, by 2023, all elective offerings in approaches, adaptations, and translations exist in order to respond to the needs of families and their schedules. grades 5-12 will reflect the needs and wants of the community and align to what teachers are 2.1.4. Develop and maintain an effective Emergency capable of teaching and the Academies of the Operations Plan that ensures the public and staff are High School. informed, safeguards student and staff privacy, maintains 2. Ensure that by 2023, elective offerings will reflect safety, and protects the educational process. continuity from grades 5-12 to ensure gaps are Why? In the event of crisis/emergency situations that not being created. affect all or part of the District, it is critical that a plan is 3. Ensure that, by 2023, all administrators in place that identifies the following: How key messages will be trained in the new course and communications will be prepared, and the tools request process to ensure that will be used to distribute them; what the key roles timely and purposeful and responsibilities of staff are; the media sources we course requests. will communicate with; and who is designated to share information with the media. TARGETS 1. Use cultural considerations 100% of the time, where possible and available, to communicate with families and community partners/stakeholders to increase the number of persons reached and build transparency and trust. 2. Ensure that, by the end of 2020, 100% of schools and buildings in the District will have an Emergency Operations Plan in place. COMPONENT 3: CAREER PATHWAYS AND OPPORTUNITIES STRATEGY 3.1. Comprehensive elective offerings from middle school thru high school ACTIONS 3.1.1. Survey students and families about current and future elective offerings. Why? In order to effectively engage and communicate with families, students and families need input about the electives available to them. FSD145 Three-Year Vision 39

COLLECTIVE IMPACT STRATEGY 3.2. 4. Plan that by the end of 2022-2023, the District will have a process to ensure qualified coaches, volunteers, Provide first class extra-curricular activities that and sponsors are selected to facilitate extracurricular will be transformative in the lives of students activities. ACTIONS STRATEGY 3.3. 3.2.1. Implementation and normalization of the elementary/middle extracurricular programming/ Enhanced summer programs to meet the needs offerings to be consistent throughout the district. of all students Why? Students who engage in extra-curricular activities enhance their overall educational experience and ACTIONS improve their skills in the areas of time management, 3.3.1. Develop and organize academic programs by long-term commitments, collaboration, creativity, and student performances on local assessments that inform relationship building. It is important to provide equitable the student support needs in the area of language arts offerings for all students in the district. and mathematics. 3.2.2. Incorporate the interests, talents, and competencies of students via extracurricular coursework throughout the students’ academic career. Why? Extracurricular coursework can reveal skills and talents that may not appear as obvious in more traditional subject-specific courses. 3.2.3. Structure for hiring staff and partnering with families/community volunteers. Why? When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more. TARGETS 1. Plan that the number of students participating in extracurricular activities will increase annually by 10% in 2021-2022 and again in 2022-2023. 2. Plan that by the end of the 2022-2023 school year, extracurricular activities throughout the district will be equitable in offerings; each elementary school will offer the same before/after school programs. 3. Plan that by the end of the 2022-2023 school year, FSD will partner with the YMCA, Boys and Girls Club, Freeport Park District, and FHS organizations to provide more opportunities to broaden extracurricular options. 40

Why? To strengthen student academic understanding COMPONENT 4: TECHNOLOGY in the central concepts related to language arts and INFRASTRUCTURE AND mathematics SECURITY 3.3.2. Develop and organize summer instructional STRATEGY 4.1. enrichment opportunities where students can synthesize, apply, and extend their academic knowledge within a Achieve benchmark goals for key performance broader learning platform. indicators Why? Summer enrichment programs encourage supplemental learning and motivation-related attitudes Why? Maintaining a quick response rate and high degree on behalf of learners towards academics during summer of customer satisfaction is increasingly critical to support months (Geoffry, 2001). staff and students as more learning systems begin using online instruction. TARGETS 1. Prioritize summer programs to offer ELA and Math ACTIONS 4.1.1. Revisit metrics for measuring bandwidth. academic support for students that need additional 4.1.2. Revisit metrics for service-level agreements and time to master content and practice skills. customer satisfaction to maintain a 95% customer 2. Design summer programs that provide a balanced satisfaction rating. offering between enrichment and academic support. 3. Develop a tool to measure the impact of the summer FSD145 Three-Year Vision 41 programs on student success in the following school year.

COLLECTIVE IMPACT STRATEGY 4.2. 4.3.3. Chromebook 1:1 distribution for grades 5-12, with capacity to deploy 1:1 devices K-12 in emergency Provide adequate bandwidth for student, situations. teaching, learning, and operations. 4.3.4. Cybersecurity training for all FSD145 staff with a 98% success rate. Targeted instruction for individuals Why? FCC adopted bandwidth requirements are 1Mbps who work with sensitive data with a 100% success rate. per student. With an increased emphasis on online learning, we must exceed that capacity to support STRATEGY 4.4. student learning. (https://www.fcc.gov/general/summary- e-rate-modernization-order) Provide security systems as determined by stakeholders ACTIONS 4.2.1. Monitor bandwidth use and adjust as necessary Why? FSD145 has updated student safety practices to maintain a 3 Mbps per student with 98% uptime by locking doors, but monitoring entrances, exits, and availability. hallways is lacking in several buildings. Cameras are 4.2.2. Replace 100% of outdated network equipment increasingly used in K-12 education to monitor campuses according to industry standards. and ensure student safety. (https://nces.ed.gov/ 4.2.3. Replace 100% of outdated server equipment fastfacts/display.asp?id=334) according to industry standards. ACTIONS STRATEGY 4.3. 4.4.1. Install security cameras to support safe schools. Provide a secure and consistent technology experience for all end users Why? Safe and reliable Internet access is increasingly critical to support students and families as more learning systems begin using online instruction. ACTIONS 4.3.1. Comcast Sponsored Internet for families in need to ensure 90% of households have Internet access to support student learning at home. 4.3.2. Wi-Fi Hotspots for families in need not in Comcast Territory to ensure 90% of households have Internet access to support student learning at home. 42

STRATEGY 4.5. STRATEGY 5.2. Provide platforms for data collection and Digital Citizen – Students recognize the reporting rights and responsibilities of living, learning, and working in a digital world Why? With real-time student growth data and educator growth data, districts can take strategic actions to Why? Safe and responsible Internet use is support individual student and educator success, while increasingly critical to facilitate instruction as more providing a systematic, continuous process for district- learning systems begin using online instruction. wide improvement. (https://blogs.edweek.org/edweek/ According to Illinois School Code Section 5, education_futures/2017/01/the_newest_trend_in_data- school districts must “incorporate into the school driven_decision_making_connecting_student_and_ curriculum a component on Internet safety to be educator_growth.html) taught at least once each school year to students in grade 3 or above.” (https://www.isbe.net/Pages/ ACTIONS Internet-Safety.aspx) 4.5.1. Review data collection systems and review processes for efficiently sharing data with all ACTIONS stakeholders. Implement new protocols and systems as 5.2.1. Revisit the curriculum review process for the necessary. FSD145 Internet Safety Curriculum. Adopt updated 4.5.2. Determine appropriate metrics for monitoring data curriculum for grades K-12. validity and data security. STRATEGY 5.3. COMPONENT 5: TECHNOLOGY STUDENT LEARNING & Knowledge Constructor – Students fluently SUPPORT use digital tools to construct knowledge, produce creative artifacts, and make STRATEGY 5.1. meaningful learning experiences Empowered Learner – Students leverage Why? As instruction increasingly relies on online technology to take an active role in choosing, components, a learner management system (LMS) achieving, and demonstrating competency in that stores and organizes data will be essential. An their learning goals LMS creates a digital learning experience, aiding teachers (in teaching) and students (in learning). Why? Guidance from ISBE suggests that remote (https://www.schoology.com/blog/what-learning- learning, eLearning, and blended remote learning management-system-and-why-does-my-school- instruction will likely require FSD145 to report student need-one-0) engagement as a measure of student attendance during school closure. (https://www.isbe.net/Documents/RL- ACTIONS Recommendations-3-27-20.pdf) 5.3.1. Expand implementation of the Schoology learner management system (LMS) 5-12 to support ACTIONS digital learning. 5.1.1. Establish metrics for student online engagement 5.3.2. Expand parent communication through Remind, Schoology, Clever, and Skyward parent and monitor progress toward set goals of online portals. Establish metrics for measuring parent student engagement. communication. 5.1.2. Research and implement a best practices 5.3.3. Continue support for educator support and approach to online learning that supports training K-12 by increasing staff participation in the diverse learning styles and is accessible for Google Certified Educator and similar programs. all students. Establish baseline participation rates. FSD145 Three-Year Vision 43

COLLECTIVE IMPACT STRATEGY 5.4. STRATEGY 5.6. Innovative Designer – Students use a variety Creative Communicator – Students of tools within a design process to identify communicate clearly and express and solve problems by creating new, useful, or themselves creatively for a variety imaginative solutions of purposes using digital media appropriate to their goals Why? In recent years, FSD145 has purchased a number of software and services to meet student needs. Our Why? Common Core standards for ELA next phase of software and service implementation will require students to prepare for and participate be to evaluate the effectiveness of these tools, eliminate effectively in a range of conversations and unsuccessful programs, and systematically deploy collaborations with diverse partners, building effective programs to all students. on others’ ideas and expressing their own clearly and persuasively. (http://www. ACTIONS corestandards.org/ELA-Literacy/CCRA/SL/) 5.4.1. Complete an inventory of software/services and establish a process for adopting new software/services. ACTIONS 5.4.2. Establish metrics for software/service 5.6.1. Research and implement a tiered effectiveness to include purpose of the software/ approach to student authoring tools that fits the service, expected outcomes, and supporting student needs of 9-12 students. performance data. STRATEGY 5.7. STRATEGY 5.5. Global Collaborator – Students Computational Thinker – Students develop use digital tools to broaden their strategies and solve problems in ways that perspectives and enrich their learning leverage the power of technological methods to develop and test solutions Why? Safe and responsible Internet use is increasingly critical to facilitate instruction Why? Common Core standards for both Math and ELA as more learning systems begin using online were created to ensure that all students graduate from instruction. (Illinois Student Online Personal high school with the skills and knowledge necessary to Protection Act http://www.ilga.gov/legislation/ succeed in college, career, and life, regardless of where ilcs/ilcs3.asp?ActID=3806&ChapterID=17) they live. (http://www.corestandards.org/about-the- standards/) ACTIONS 5.7.1. Establish an Internet filter policy and ACTIONS process that is CIPPA, COPPA, FERPA, and 5.5.1. Support STEM and Career Pathways as implemented SOPPA compliant while still allowing students through elective courses and the high school academies. maximum flexibility to explore learning. 44

FSD145 Three-Year Vision 45

SUMMARY FOCUSING ON KEY PARTNERSHIPS EDUCATING FSD strongly believes in and appreciates CHILDREN AND the following Key Partnerships: YOUTH IS AN IMPORTANT • Boys & Girls Club of Freeport & AND SHARED Stephenson County RESPONSIBILITY. • FHN WE BELIEVE THAT IN • Freeport Art Museum THE DEVELOPMENT OF • Freeport Community Foundation THE “WHOLE CHILD,” • Freeport Community Public School Fund KEY PARTNERSHIPS ARE • Freeport Public Library ESSENTIAL AND PLAY AN • Highland Community College IMPORTANT ROLE. WHEN • Kiwanis Club SCHOOLS, COMMUNITIES, • Martin Luther King Center AND FAMILIES WORK • Parent Teacher Organizations TOGETHER, THEY CAN • Pretzel Fans Club PROVIDE THE BEST • United Way of Northwest IL POSSIBLE RESOURCES • Volunteers of FSD145 AND INNOVATIONS • YMCA of Northwest IL TO ENHANCE THE EDUCATION OF ALL STUDENTS. 46

OUR MISSION In partnership with families, students, and the community, we commit to creating an innovative, inclusive, and student-centered learning environment so that all students are equipped and empowered to choose their college or career path while becoming productive members of their community. OUR GOALS 1. Every student graduates with meaningful employment or opportunities for higher education. 2. Every student has access to a diverse, rich,and rigorous curriculum. 3. Every student has access to social, emotional, and academic support that can help them be fully engaged in their education. FSD145 Three-Year Vision 47

ALL IN FOR ALL KIDS Get other important information about the Three-Year Vision at www.fsd145.org 501 E. South Street Freeport, IL 61032 815-232-0300 www.fsd145.org facebook/fsd145 @fsd145