Vision Retreat

The Vision Retreat provides an opportunity for the strategic plan team to develop a shared understanding of the current mission, vision, core values and strategic themes and build upon those ideas to move the district forward.

Photo of a student running under a giant parachute.

Photo of a teacher working with a student in Science class

Photo of a student talking to another student in class.

Community Consolidated School District 62

DRAFT Preferred Future Statement

Blue icon graphic with a large 62 in it.

MISSION Empower future-ready learners through educational equity and excellence.	VISION - North Star Remove barriers, provide opportunities, and ensure student success for high school, college, careers, and life.	MOTTO Ignite Curiosity. Instill Compassion. Inspire Courage.
Learner Portrait Self-Aware and Confident Individuals Social Skilled and Responsible Citizens Creative & Critical Scholars Collaborative Communicators Problem Solving Innovators Flexible and Agile Thinkers	Education Portrait Empathetic & Perseverant Advocates Trusting & Respectful Colleagues Knowledgeable & Skillful Instructors Student Centered Lifelong Learners Continuous Improvement Champions Decision-making Problem Solvers Collaborative Communicators	System Portrait Unity: Sense of Belonging and Community Trusting & Respectful Relationships Clear Purpose and Direction Communication & Collaboration Respectful of Student, Families and Staff Consistent Practices, Policies, and Procedures Values health, safety, and well-being of students, families, and staff
	CORE VALUES
Empathy & Trusting Relationships Safety & Well-being Diversity & Inclusion Relevancy & Readiness		Curiosity & Innovation Equity & Accountability Collaboration & Communication Continuous Improvement & Stewardship

MISSION

Empower future-ready learners through educational equity and excellence.

VISION - North Star

Remove barriers, provide opportunities, and ensure student success for high school, college, careers, and life.

MOTTO

Ignite Curiosity.

Instill Compassion.

Inspire Courage.

Learner Portrait

Self-Aware and Confident Individuals
Social Skilled and Responsible Citizens
Creative & Critical Scholars
Collaborative Communicators
Problem Solving Innovators
Flexible and Agile Thinkers

Education Portrait

Empathetic & Perseverant Advocates
Trusting & Respectful Colleagues
Knowledgeable & Skillful Instructors
Student Centered Lifelong Learners
Continuous Improvement Champions
Decision-making Problem Solvers
Collaborative Communicators

System Portrait

Unity: Sense of Belonging and Community
Trusting & Respectful Relationships
Clear Purpose and Direction
Communication & Collaboration
Respectful of Student, Families and Staff
Consistent Practices, Policies, and Procedures
Values health, safety, and well-being of students, families, and staff

CORE VALUES

Empathy & Trusting Relationships

Safety & Well-being

Diversity & Inclusion

Relevancy & Readiness

Curiosity & Innovation

Equity & Accountability

Collaboration & Communication

Continuous Improvement & Stewardship

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Vision Retreat Materials

Overview

ESSENTIAL QUESTION:

Where do we want to be? What are our best hopes for the future? How do we want to be different in 5 years? What is the preferred future?

Outcomes: The Vision Retreat provides an opportunity for the Strategic Plan Team to invent the future to identify how the district will look, feel and sound differently several years ahead.

Revisit the current Strategic Plan to reflect on mission, vision, and core values/commitments
Develop a shared understanding of a continuous improvement framework and the research-based effective practices of a high performing organization
Design a Portrait of a Graduate, a Portrait of a Staff Member, and a Portrait of the District
Investigate possibilities for moving the district to a high level of performance
Draft a Preferred Future Statement that describes how the district will be different at the end of the strategic plan life

Time Allocation: 6 hours, (Usually from 8:03-3:00 p.m. during the workday. Usually, 3-4 weeks following the Data Retreat.)

Product: The Vision Retreat allows the Strategic Plan Team to revisit mission, vision and values. It focuses on culture and relationships. The Preferred Future Statement describes the future state of the district and answers the question, “Where do we want to be?”

The Preferred Future Statement is then shared with stakeholder groups between the Vision Retreat and the Setting Direction Retreat to solicit feedback. The feedback is reviewed at the next meeting of the team.

Graphic of the word Vision highlighted in red within a set of blurred black words

District Responsibilities:

The district assists CEC in collecting and organizing the feedback from stakeholders for the plan team review of the SWOT analysis.
The district assists CEC to organize and select resources for the strategic plan team to investigate innovation, change theory, creativity, and research-based practices.
The district assists CEC with an understanding of the current mission, vision, and values of the organization.
The district departments provide input into characteristics of a Graduate, Team Member, and District System.

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Agenda

COMMUNITY CONSOLIDATED SCHOOL DISTRICT 62

Vision retreat agenda

Where: Terrace Elementary School

When: November 13, 2023

Time: 8:30 a.m. to 3:30 p.m.

Outcome	Activity	Facilitator/Time
*Welcome and Purpose of the Vision Retreat* *Answer the question: Where do we want to be?*	Welcome Charge for the Day Learn the purpose of today’s Visioning Retreat. Set outcomes for the Visioning Retreat.	Michael Amadei Superintendent 5 MIN Perry Soldwedel CEC Facilitator 5 MIN
*Reviewing stakeholder feedback and refining SWOT Analysis from the Data Retreat* *Answer the question: What feedback will we use to accurately adjust our SWOT Analysis?*	Learn how feedback was collected. Review by table teams the input received from the Data Retreat SWOT analysis from stakeholders and make any adjustments. Revise the SWOT Analysis based on review of feedback Identify the top ten strengths, top ten weaknesses, top ten opportunities, and top ten threats	Perry Soldwedel CEC Facilitator 55 Minutes
*Activity One Part A: Defining a Preferred Future Statement.* *Answer the Question: What makes a Preferred Future Statement great? Part A* *Answer the question: What does a great Preferred Future Statement look like? Part B* *Answer the question: What are our greatest hopes, aspirations, dreams for the Future? Part C* *Answer the question: Why do we need to rethink public education? Part D*	Foundations for Preferred Future Statement Identify the characteristics of a great Preferred Future Statement. 5 MIN Teams will explore a district Preferred Future Statement. 10 MIN Teams will identify their Hopes, Dreams, and Aspirations for Des Plaines District 62 for the Future. 15 MIN Teams will learn about frameworks for rethinking education 10 MIN	Perry Soldwedel CEC Facilitator 45 Minutes
	BREAK - 15 MINUTES
*Activity Two: Exploring the Preferred Future of Others* *Answer the question:* *What did we learn from our homework assignment that informs our vision work?* *Articles/URLS* *Article A/Site A* *Article B/Site B* *Article C/Site C*	Each table team will reflect on their vision homework assignment through a homework assignment. Teams will jigsaw the three articles as well as share their 5 key concepts. Teams will jigsaw the three electronic sites and share their 5 key concepts.	Perry Soldwedel CED Facilitator 60-Minutes
*Activity Three: Understanding the importance of student agency.* *Answer the question: What do we mean by student agency? How might that influence vision and core values?*	View student agency video. Identify what provides students agency or responsibility in their learning.	Perry Soldwedel CED Facilitator 10-Minutes
*Activity Four: Introduction to the Portrait Activity*	Understand the vision pillar. Understand the criteria for developing vision. Understand the concept of a Portrait.	Perry Soldwedel CED Facilitator 30-Minutes
	LUNCH - 45 MIN
*Activity Four: What does our Graduate Portrait look like?* *What does our Adult Portrait look like?* *What does our System Portrait look like?* *Answer the question: How do we envision the future for our students?* *Answer the question: How do we envision the future for our adults?* *Answer the question: How do we envision the future for our system?*	Examine possible characteristics of a Graduate Portrait by team and chart your Top 10. Examine possible characteristics of an Adult-Employee Portrait (Staff member) by team and chart your Top 10 Examine possible characteristics of a System Portrait (District) by team and chart your Top 10 Learn about Department feedback.	Perry Soldwedel CED Facilitator 75-Minutes
*Activity Five: Mission and Vision* *Answer the question: What changes are necessary to make the current mission and vision statements modern and describe how we want the district to look 5-10 years in the future?*	Learn about how mission and vision are foundational to strategic planning. Review the district’s current mission and vision statement. Review the criteria for a good mission statement. Each team will draft a mission statement. (Motto is optional.) Each team will share their statements with another table and receive feedback.	Perry Soldwedel CEC Facilitator 40 Minutes
*Activity Six: Core Values* *Answer the question: What values and guiding principles will guide our behaviors and actions? How will we support one another to take responsibility for our behaviors and actions?*	Learn about how shared values and commitments are foundational to strategic planning. Learn about the characteristics of shared values/commitment statements. Review the district’s current values and principles. Identify some concepts or changes your table team would make to the current value/commitment statements. Each team will draft core values.	Perry Soldwedel CEC Facilitator 40 Minutes
*Putting it All Together/Next Steps*	Learn how the facilitator and Core/Edit Team will draft a Preferred Future State for review. Know that we will revisit the mission, vision (Portraits) and core values at the beginning of the Setting Direction Retreat in December.	Perry Soldwedel CEC Facilitator 5 Minutes
*Wrap of the Day and Appreciations* *Answer the question: What will our final full day meeting look like- Setting Direction Retreat?*	Discuss role of team members in sharing the learning from the Visioning Retreat with constituent groups. Preview the agenda for Setting Direction Retreat. Reflect on the Day.	Perry Soldwedel CEC Facilitator 5 Minutes Michael Amadei Superintendent 5 Minutes
	ADJOURN

Outcome

Activity

Facilitator/Time

Welcome and Purpose of the Vision Retreat

Answer the question: Where do we want to be?

Welcome

Charge for the Day

Learn the purpose of today’s Visioning Retreat. Set outcomes for the Visioning Retreat.

Michael Amadei

Superintendent

5 MIN

Perry Soldwedel

CEC Facilitator

5 MIN

Reviewing stakeholder feedback and refining SWOT Analysis from the Data Retreat

Answer the question: What feedback will we use to accurately adjust our SWOT Analysis?

Learn how feedback was collected.

Review by table teams the input received from the Data Retreat SWOT analysis from stakeholders and make any adjustments.
Revise the SWOT Analysis based on review of feedback
Identify the top ten strengths, top ten weaknesses, top ten opportunities, and top ten threats

Perry Soldwedel

CEC Facilitator

55 Minutes

Activity One Part A: Defining a Preferred Future Statement.

Answer the Question: What makes a Preferred Future Statement great? Part A

Answer the question: What does a great Preferred Future Statement look like? Part B

Answer the question: What are our greatest hopes, aspirations, dreams for the Future? Part C

Answer the question: Why do we need to rethink public education? Part D

Foundations for Preferred Future Statement

Identify the characteristics of a great Preferred Future Statement.

5 MIN

Teams will explore a district Preferred Future Statement.

10 MIN

Teams will identify their Hopes, Dreams, and Aspirations for Des Plaines District 62 for the Future.

15 MIN

Teams will learn about frameworks for rethinking education

10 MIN

Perry Soldwedel

CEC Facilitator

45 Minutes

BREAK - 15 MINUTES

Activity Two: Exploring the Preferred Future of Others

Answer the question:

What did we learn from our homework assignment that informs our vision work?

Articles/URLS

Article A/Site A
Article B/Site B
Article C/Site C

Each table team will reflect on their vision homework assignment through a homework assignment.

Teams will jigsaw the three articles as well as share their 5 key concepts.
Teams will jigsaw the three electronic sites and share their 5 key concepts.

Perry Soldwedel

CED Facilitator

60-Minutes

Activity Three: Understanding the importance of student agency.

Answer the question: What do we mean by student agency? How might that influence vision and core values?

View student agency video.

Identify what provides students agency or responsibility in their learning.

Perry Soldwedel

CED Facilitator

10-Minutes

Activity Four: Introduction to the Portrait Activity

Understand the vision pillar. Understand the criteria for developing vision. Understand the concept of a Portrait.

Perry Soldwedel

CED Facilitator

30-Minutes

LUNCH - 45 MIN

Activity Four: What does our Graduate Portrait look like?

What does our Adult Portrait look like?

What does our System Portrait look like?

Answer the question: How do we envision the future for our students?

Answer the question: How do we envision the future for our adults?

Answer the question: How do we envision the future for our system?

Examine possible characteristics of a Graduate Portrait by team and chart your Top 10.

Examine possible characteristics of an Adult-Employee Portrait (Staff member) by team and chart your Top 10

Examine possible characteristics of a System Portrait (District) by team and chart your Top 10

Learn about Department feedback.

Perry Soldwedel

CED Facilitator

75-Minutes

Activity Five: Mission and Vision

Answer the question: What changes are necessary to make the current mission and vision statements modern and describe how we want the district to look 5-10 years in the future?

Learn about how mission and vision are foundational to strategic planning.

Review the district’s current mission and vision statement. Review the criteria for a good mission statement.

Each team will draft a mission statement. (Motto is optional.) Each team will share their statements with another table and receive feedback.

Perry Soldwedel

CEC Facilitator

40 Minutes

Activity Six: Core Values

Answer the question: What values and guiding principles will guide our behaviors and actions? How will we support one another to take responsibility for our behaviors and actions?

Learn about how shared values and commitments are foundational to strategic planning. Learn about the characteristics of shared values/commitment statements.

Review the district’s current values and principles. Identify some concepts or changes your table team would make to the current value/commitment statements.

Each team will draft core values.

Perry Soldwedel

CEC Facilitator

40 Minutes

Putting it All Together/Next Steps

Learn how the facilitator and Core/Edit Team will draft a Preferred Future State for review.

Know that we will revisit the mission, vision (Portraits) and core values at the beginning of the Setting Direction Retreat in December.

Perry Soldwedel

CEC Facilitator

5 Minutes

Wrap of the Day and Appreciations

Answer the question: What will our final full day meeting look like- Setting Direction Retreat?

Discuss role of team members in sharing the learning from the Visioning Retreat with constituent groups.

Preview the agenda for Setting Direction Retreat.

Reflect on the Day.

Perry Soldwedel

CEC Facilitator

5 Minutes

Michael Amadei

Superintendent

5 Minutes

ADJOURN

View, Print or Download the Document (4 pageS)

Participant Handout

Table Assignments

Community Consolidated School District 62 SWOT Analysis

Community Consolidated School District 62

SWOT Analysis (strengths, weaknesses, opportunities, and threats)

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Strengths: What is Going Well	Weaknesses: What Needs Attention
Student enrollment with strong diversity among students, family, and community. Mathematics, English language arts, and science student achievement increasing over the last three years on state assessments. Outperforming neighboring districts with similar demographic makeups on state assessments. Highly qualified, caring staff members with many advanced degrees, endorsements, and certification in multiple subject areas. High staff retention with 32% living in the community. Strong financial health with highest state financial rating, balanced budget Debt free by 2025 paying off all building improvement expenses from prior referendum. Advanced technology with devices and support to enhance teaching and learning. District action to enhance safety and security. Supportive community who values public education. Our high level of communication with parents, students, and community leaders—via the newly designed website, our multilingual e-Newsletters, and consistent social media.	Student performance on state tests is still lower than pre-pandemic levels in English language arts, Mathematics, and Science. Achievement gaps among student gender and ethnic populations exist and need to be closed. Multi-Tiered Systems of Support (MTSS) for academic and behavioral support for students struggling and in need of acceleration need improvement. Readiness: Kindergarten, 3^rd Grade Reading on level, and placement in High School are below standards and expectations. Staff demographics need to mirror student demographics with implications for future recruitment and hiring. Student Satisfaction: Parent Supportiveness, Classroom Disruptions, Course Clarity, Academic Press/Expectations Certified Staff Satisfaction: Classroom Disruptions, Teacher Safety, Collective Responsibility, School Commitment, Quality of Student Discussion, Collaborative Practices Involved Families Satisfaction: Every opportunity for child to be successful, Feedback on how child is learning, Safe environment, and Cleanliness & well-maintained buildings. Support Staff Satisfaction: Ensure opinions count, Feeling recognized, Fairness to all employees, and Understand why changes are made. Enrollment shifts: Class size, space, staffing, and resources
Opportunities: Improvement Areas	Threats: Impacts from our Environment
Student Ownership of Learning: Voice, Choice, Interests, Goal Setting, Accountability Equity (DEI) Continuum Transitions from elementary to middle and middle to high school. Innovative project-oriented, inquiry-based learning instructional practices and space. Full Day Kindergarten implementation Middle School Experience implementation Newcomers Needs and Belonging implementation. Aging facilities with capital projects, replacements, remodeling, inclusive playgrounds, etc. Parent Engagement and Education Community Partnerships to enhance learning, teaching, as well as college, career, and life readiness.	Political unrest and world events Safety and Violence Student and Family Mobility Social and emotional student and staff needs following post COVID. Social media access, appropriate use, and platforms accountability Evolving Technology challenges Federal and State mandates and funding resources Education staffing shortages Lack of support and respect felt in the field of education due to societal unrest post pandemic. Cybersecurity measures up to and including the requirements for ISO 27001 + 27701 certification.

Community Consolidated School District 62 SWOT Comparisons

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2016 SWOT Findings	2023 SWOT Findings
STRENGTHS: What are we most proud of? What do we consider to be the results of our best work? What advantages do we have? What do others say about us in positive ways? Student performance on state tests mostly above state averages Student performance on state tests increasing every year English Language Learners are scoring well on state ACCESS test Early Learning Center- providing early intervention K-8 Iroquois Community School offers a balanced calendar choice for residents Overall diversity in the community Student attendance is above state average Investment in technology- increased devices and infrastructure Highly qualified teachers/staff Retention rate of teachers Many staff have the English Language Endorsement Highest state financial rating for 12 years Debt has been reduced Stable student enrollment projections Budget surplus in revenues over expenditures for the last six years Board-driven facility upgrade initiative several years ago	STRENGTHS: What are we most proud of? What do we consider to be the results of our best work? What advantages do we have? What do others say about us in positive ways? Mathematics, English language arts, and science student achievement increasing last three years on state assessment. Outperforming neighboring district with similar demographic makeups on state assessments. Highly qualified, caring staff members with many advanced degrees, endorsements, and certification in multiple subject areas. High staff retention with 32% living in the community. Stable student enrollment with strong diversity among students, family, and community. Strong financial health with highest state financial rating, balanced budget Debt free by 2025 paying off all building improvement expenses from prior referendum. Advanced technology with devices and support to enhance teaching and learning. District action to enhance safety and security. Supportive community who values public education. Our high level of communication with parents, students, and community leaders—via the newly designed website, our multilingual e-Newsletters, and consistent social media. Student attendance above state average.

2016 SWOT Findings

2023 SWOT Findings

STRENGTHS: What are we most proud of? What do we consider to be the results of our best work? What advantages do we have? What do others say about us in positive ways?

Student performance on state tests mostly above state averages
Student performance on state tests increasing every year
English Language Learners are scoring well on state ACCESS test
Early Learning Center- providing early intervention
K-8 Iroquois Community School offers a balanced calendar choice for residents
Overall diversity in the community
Student attendance is above state average
Investment in technology- increased devices and infrastructure
Highly qualified teachers/staff
Retention rate of teachers
Many staff have the English Language Endorsement
Highest state financial rating for 12 years
Debt has been reduced
Stable student enrollment projections
Budget surplus in revenues over expenditures for the last six years
Board-driven facility upgrade initiative several years ago

STRENGTHS: What are we most proud of? What do we consider to be the results of our best work? What advantages do we have? What do others say about us in positive ways?

Mathematics, English language arts, and science student achievement increasing last three years on state assessment. Outperforming neighboring district with similar demographic makeups on state assessments.
Highly qualified, caring staff members with many advanced degrees, endorsements, and certification in multiple subject areas.
High staff retention with 32% living in the community.
Stable student enrollment with strong diversity among students, family, and community.
Strong financial health with highest state financial rating, balanced budget
Debt free by 2025 paying off all building improvement expenses from prior referendum.
Advanced technology with devices and support to enhance teaching and learning.
District action to enhance safety and security.
Supportive community who values public education.
Our high level of communication with parents, students, and community leaders—via the newly designed website, our multilingual e-Newsletters, and consistent social media.
Student attendance above state average.

2016 SWOT Findings	2023 SWOT Findings
WEAKNESSES: What do we consider to be our weaknesses? What are we most criticized for or receive the most complaints about? What do we seem to have a hard time doing well? Student performance on state test is lower in middle schools than in elementary schools Student performance on state tests in math is below state averages Achievement gaps exist for the following student subgroups: Black, Hispanic, English Language Learners, Low Income, and Students with Disabilities Inequities exist across schools (staffing, space, financial, etc.)- There is a system of schools rather than a school system Meeting the needs of students who are struggling Meeting the needs of students who need more rigor and challenge Meaningful assessments Student behavior problems are increasing Student engagement is a challenge Using technology appropriately to enhance teaching and learning Internet access and equipment at home Using data to drive decision-making Communication between school and home is mostly one way. Some buildings are at capacity.	WEAKNESSES: What do we consider to be our weaknesses? What are we most criticized for or receive the most complaints about? What do we seem to have a hard time doing well? Student performance on state tests is still lower than pre-pandemic levels in English language arts, Mathematics, and Science. Achievement gaps among student gender and ethnic populations exist and need to be closed. Multi-Tiered Systems of Support (MTSS) for academic and behavioral support for students struggling and in need of acceleration need improvement. Readiness: Kindergarten, 3^rd Grade Reading on level, and placement in High School are below standards and expectations. Staff demographics need to mirror student demographics with implications for future recruitment and hiring. Student Satisfaction: Parent Supportiveness, Classroom Disruptions, Course Clarity, Academic Press/Expectations Certified Staff Satisfaction: Classroom Disruptions, Teacher Safety, Collective Responsibility, School Commitment, Quality of Student Discussion, Collaborative Practices Involved Families Satisfaction: Every opportunity for child to be successful, Feedback on how child is learning, Safe environment, and Cleanliness & well-maintained buildings. Support Staff Satisfaction: Ensure opinions count, Feel recognized, Fairness to all employees, and Understand why changes are made Enrollment shifts: Class size, space, staffing, and resources

2016 SWOT Findings

2023 SWOT Findings

WEAKNESSES: What do we consider to be our weaknesses? What are we most criticized for or receive the most complaints about? What do we seem to have a hard time doing well?

Student performance on state test is lower in middle schools than in elementary schools
Student performance on state tests in math is below state averages
Achievement gaps exist for the following student subgroups: Black, Hispanic, English Language Learners, Low Income, and Students with Disabilities
Inequities exist across schools (staffing, space, financial, etc.)- There is a system of schools rather than a school system
Meeting the needs of students who are struggling
Meeting the needs of students who need more rigor and challenge
Meaningful assessments
Student behavior problems are increasing
Student engagement is a challenge
Using technology appropriately to enhance teaching and learning
Internet access and equipment at home
Using data to drive decision-making
Communication between school and home is mostly one way.
Some buildings are at capacity.

WEAKNESSES: What do we consider to be our weaknesses? What are we most criticized for or receive the most complaints about? What do we seem to have a hard time doing well?

Student performance on state tests is still lower than pre-pandemic levels in English language arts, Mathematics, and Science.
Achievement gaps among student gender and ethnic populations exist and need to be closed.
Multi-Tiered Systems of Support (MTSS) for academic and behavioral support for students struggling and in need of acceleration need improvement.
Readiness: Kindergarten, 3^rd Grade Reading on level, and placement in High School are below standards and expectations.
Staff demographics need to mirror student demographics with implications for future recruitment and hiring.
Student Satisfaction: Parent Supportiveness, Classroom Disruptions, Course Clarity, Academic Press/Expectations
Certified Staff Satisfaction: Classroom Disruptions, Teacher Safety, Collective Responsibility, School Commitment, Quality of Student Discussion, Collaborative Practices
Involved Families Satisfaction: Every opportunity for child to be successful, Feedback on how child is learning, Safe environment, and Cleanliness & well-maintained buildings.
Support Staff Satisfaction: Ensure opinions count, Feel recognized, Fairness to all employees, and Understand why changes are made
Enrollment shifts: Class size, space, staffing, and resources

2016 SWOT Findings	2023 SWOT Findings
OPPORTUNITIES: What opportunities for improvement do we know about, but have not addressed? Where with a little work could we change a weakness into a strength? What are we not doing currently that might be the opportunity for us to improve. Exploring Full-day Kindergarten Increasing support of student social and emotional needs Training, time, and support for teacher collaboration and data analysis Training and support for using technology to enhance teaching and learning Addressing middle school needs Collaboration with the high school to enhance college, career and life readiness Professional development for all staff based upon identified high priority needs and initiatives Using time and space effectively and efficiently Developing fiscal strategies to preserve necessary programs and services within future financial challenges	OPPORTUNITIES: What opportunities for improvement do we know about, but have not addressed? Where with a little work could we change a weakness into a strength? What are we not doing currently that might be the opportunity for us to improve. Full Day Kindergarten implementation Student Ownership of Learning: Voice, Choice, Interests, Goal Setting, Accountability Equity (DEI) Continuum Transitions from elementary to middle and middle to high school. Innovative project-oriented, inquiry-based learning instructional practices and space. Middle School Experience implementation Newcomers Needs and Belonging implementation. Aging facilities with capital projects, replacements, remodeling, inclusive playgrounds, etc. Parent Engagement and Education Community Partnerships to enhance learning, teaching, as well as college, career, and life readiness.

2016 SWOT Findings

2023 SWOT Findings

OPPORTUNITIES: What opportunities for improvement do we know about, but have not addressed? Where with a little work could we change a weakness into a strength? What are we not doing currently that might be the opportunity for us to improve.

Exploring Full-day Kindergarten
Increasing support of student social and emotional needs
Training, time, and support for teacher collaboration and data analysis
Training and support for using technology to enhance teaching and learning
Addressing middle school needs
Collaboration with the high school to enhance college, career and life readiness
Professional development for all staff based upon identified high priority needs and initiatives
Using time and space effectively and efficiently
Developing fiscal strategies to preserve necessary programs and services within future financial challenges

Full Day Kindergarten implementation
Student Ownership of Learning: Voice, Choice, Interests, Goal Setting, Accountability
Equity (DEI) Continuum
Transitions from elementary to middle and middle to high school.
Innovative project-oriented, inquiry-based learning instructional practices and space.
Middle School Experience implementation
Newcomers Needs and Belonging implementation.
Aging facilities with capital projects, replacements, remodeling, inclusive playgrounds, etc.
Parent Engagement and Education
Community Partnerships to enhance learning, teaching, as well as college, career, and life readiness.

2016 SWOT Findings	2023 SWOT Findings
THREATS: Who or what threatens us the most? What challenges are coming that we must respond to? What might block our progress? What do we have little control over that might impact our resources? Unfunded state mandates Possible state pension cost shift to local taxpayers Reduction in state and federal funding grants Possible Property Tax Freeze City housing development decisions that impact schools Future facility upgrade and maintenance needs costs	THREATS: Who or what threatens us the most? What challenges are coming that we must respond to? What might block our progress? What do we have little control over that might impact our resources? Federal and State mandates and funding resources Political unrest and world events Safety and Violence Student and Family Mobility Social and emotional student and staff needs following post COVID. Social media access, appropriate use, and platforms accountability Evolving Technology challenges Education staffing shortages Lack of support and respect felt in the field of education due to societal unrest post pandemic. Cybersecurity measures up to and including the requirements for ISO 27001 + 27701 certification.

2016 SWOT Findings

2023 SWOT Findings

THREATS: Who or what threatens us the most? What challenges are coming that we must respond to? What might block our progress? What do we have little control over that might impact our resources?

Unfunded state mandates
Possible state pension cost shift to local taxpayers
Reduction in state and federal funding grants
Possible Property Tax Freeze
City housing development decisions that impact schools
Future facility upgrade and maintenance needs costs

THREATS: Who or what threatens us the most? What challenges are coming that we must respond to? What might block our progress? What do we have little control over that might impact our resources?

Federal and State mandates and funding resources
Political unrest and world events
Safety and Violence
Student and Family Mobility
Social and emotional student and staff needs following post COVID.
Social media access, appropriate use, and platforms accountability
Evolving Technology challenges
Education staffing shortages
Lack of support and respect felt in the field of education due to societal unrest post pandemic.
Cybersecurity measures up to and including the requirements for ISO 27001 + 27701 certification.

The following summarizes the feedback received on the student, staff, and family survey of the Strategic Plan SWOT analysis.

Participation:

1,644 Total Responses

1,009 Students

521 Staff

114 Parents/Guardians

View, Print or Download the Document (4 Pages)

Strategic Plan Team Draft STRENGTHS	Number of Respondents	Percent of Respondents
Student enrollment with strong diversity among students, family, and community	1,054	64.1%
Highly qualified, caring staff members with many advanced degrees, endorsements, and certification in multiple subject areas.	1,030	62.6%
Advanced technology with devices and support to enhance teaching and learning	929	56.5%
Mathematics, English language arts, and science student achievement increasing last three years on state assessment. Outperforming neighboring district with similar demographic makeups on state assessments.	902	54.8%
District action to enhance safety and security.	881	53.5%
High level of communication with parents, students, and community leaders—via the newly designed website, our multilingual newsletters, and consistent social media.	811	49.3%
Supportive community who values public education.	773	47%
Strong financial health with highest state financial rating, balanced budget.	629	38.2%
High staff retention with 32% living in the community.	622	37.8%
Debt free by 2025 paying off all building improvement expenses from prior referendum.	542	32.9%
Themes for STRENGTHS that might be missing
Wide variety of educational programs and extra-curricular opportunities Early Learning Center

Strategic Plan Team Draft WEAKNESSES	Number of Respondents	Percent of Respondents
Student performance on state tests is still lower than pre-pandemic levels in English language arts, Mathematics, and Science.	669	40.7.1%
Multi-Tiered Systems of Support (MTSS) for academic and behavioral support for students struggling and in need of acceleration need improvement.	325	38%
Enrollment shifts: Class size, space, staffing, and resources	609	37.1%
Certified Staff Satisfaction: Classroom Disruptions, Teacher Safety, Collective Responsibility, School Commitment, Quality of Student Discussion, Collaborative Practices	558	34%
Readiness: Kindergarten, 3rd Grade Reading on level, and placement in High School are below standards and expectations.	549	33.4%
Achievement gaps among student gender and ethnic populations exist and need to be close.	549	33.3%
Student Satisfaction: Parent Supportiveness, Classroom Disruptions, Course Clarity, Academic Press/Expectations	531	32.3%
Support Staff Satisfaction: Ensure opinions count, Feel recognized, Fairness to all employees, and Understand why changes are made.	516	31.3%
Staff demographics need to mirror student demographics with implications for future recruitment and hiring.	426	26%
Involved Families Satisfaction: Every opportunity for child to be successful, Feedback on how child is learning, Safe environment, and Cleanliness & well-maintained buildings.	415	25.2%
Themes for WEAKNESSES that might be missing
Collaborative practices, protected plan time Input and voice into decision-making Student Schedule School lunch program

Strategic Plan Team Draft OPPORTUNITIES	Number of Respondents	Percent of Respondents
Student Ownership of Learning: Voice, Choice, Interests, Goal Setting, Accountability	864	52.5%
Aging facilities with capital projects, replacements, remodeling, inclusive playgrounds, etc.	768	46.7%
Transitions from elementary to middle and middle to high school.	751	45.6%
Middle School Experience implementation	742	45.2%
Community Partnerships to enhance learning, teaching, as well as college, career, and life readiness.	698	42.4%
Full Day Kindergarten implementation	669	40.6%
Newcomers Needs and Belonging implementation.	628	38.1%
Parent Engagement and Education	592	36%
Innovative project-oriented, inquiry-based learning instructional practices and space.	446	27.1%
Equity (DEI) Continuum	335	20.3%
Themes for OPPORTUNITIES that might be missing
Technological consistency among schools: Devices, Classroom projection, Student expectations, Staff expectations Wellness and meeting the social, emotional, and physical needs of students, families and staff. Cross-curricular instructional units Encore programs. PBIS, student behaviors, expectations, and consequences

Strategic Plan Team Draft THREATS	Number of Respondents	Percent of Respondents
Safety and Violence	925	56.2%
Education staffing shortages - entering profession, hard to find subject specialists, substitutes	735	44.7%
Lack of support and respect felt in the field of education due to societal unrest post pandemic	681	41.4%
Social and emotional student and staff needs following post COVID.	663	40.3%
Political unrest and world events	634	38.5%
Evolving Technology challenges	526	31.9%
Federal and State mandates and funding resources	440	26.8%
Student and Family Mobility	403	24.5%
Cybersecurity measures up to and including the requirements for ISO 27001 + 27701 certification.	332	20.1%
Themes for THREATS that might be missing
Lack of equitable resources Staff frustration, burned out, feelings of trust, acceptance, and respect.

Vision Retreat Findings

Community Consolidated School District 62 Final SWOT Analysis

Community Consolidated School District 62 FINAL SWOT ANALYSIS

SWOT Analysis (strengths, weaknesses, opportunities, and threats)

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Strengths: What is Going Well	Weaknesses: What Needs Attention
Diversity among students, family, and community populations. Mathematics, English language arts, and science student achievement increasing last three years on state assessment. Outperforming neighboring districts with similar demographic makeups on state assessments. Highly qualified, caring certified staff members with many advanced degrees, endorsements, and certification in multiple subject areas. Caring, dedicated, strong staff. High staff retention with 32% living in the community. Strong financial health with highest state financial rating, balanced budget. Debt free by 2025 paying off all building improvement expenses from prior referendum. Extensive technology with 1:1 devices and support to enhance teaching and learning. District actions to enhance and ensure safety and security. Early Learning Center Newly designed website, our multilingual e-Newsletter, and consistent social media communication.	Student performance on state tests is still lower than pre-pandemic levels in English language arts, Mathematics, and Science. Achievement gaps among student gender, ethnic and special education populations exist and need to be closed. Multi-Tiered Systems of Support (MTSS) providing a continuum of services for academics and social emotional behaviors is not meeting all student needs. Student behaviors, PBIS, expectations, and consistency in implementation Readiness: Numbers of students entering Preschool, Kindergarten, 3rd Grade Reading on level, and placement in High School are below standards and expectations. Staff demographics need to mirror student demographics with implications for future recruitment and hiring. Student Satisfaction is low in the following areas: Parent Supportiveness, Classroom Disruptions, School Spirit, School lunch program, Course Clarity, Academic Press/Expectations, Extended high school orientation, and School Lunch program Certified Staff Satisfaction is low in the following areas: Classroom Disruptions, Teacher Safety, Collective Responsibility, School Commitment, Quality of Student Discussion, Collaborative Practices and Communication. Support Staff Satisfaction is low in the following areas: Ensure opinions count, Feel recognized, Collaborative Practices and Communication, Fairness to all employees, and Understand why changes are made Families Satisfaction is low in the following areas: Every opportunity for a child to be successful, Feedback on how the child is learning, Communication, Safe environment, and Cleanliness & well-maintained buildings. Enrollment shifts: Class size, space, staffing, and resources
Opportunities: Improvement Areas	Threats: Impacts from our Environment
Student Ownership of Learning: Voice, Choice, Interests, Goal Setting, Accountability Equity (DEI) Continuum Transitions from elementary to middle and middle to high school. Innovative, cross-curricular, project-oriented, inquiry-based learning instructional practices and space. Full Day Kindergarten implementation Middle School Experience implementation Newcomers Needs and Belonging implementation. Aging facilities with capital projects, replacements, remodeling, inclusive playgrounds, etc. Parent Engagement, Education, and improved Communication Community Partnerships to enhance learning, teaching, as well as college, career, and life readiness. Partnership between District 207 and D62.	Political unrest and world events Safety and Violence Cultural awareness and differences Student and Family Mobility leading to time in school and unexpected enrollment fluctuation. Social and emotional student and staff needs following post COVID. Social media access, appropriate use, and platforms accountability and Evolving Technology challenges Federal and State mandates and funding resources Education staffing shortages and state certification barriers Lack of support and respect felt in the field of education due to societal unrest post pandemic. Cyber security measures.