Goals & Progress 2025-2026
Goals & Progress 2025-2029
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Objective 1: Improve differentiation practices Action Evidence of Success Status A. Continue implementation of the plan to embed one Math Specialist position at each elementary school and Gemini, with a heavier focus on supporting and coaching teachers on math differentiation practices while providing math interventions and student enrichment opportunities. Consistent implementation of math differentiation strategies, increased student access to targeted interventions and enrichment, and measurable growth in student math achievement across all schools. In progress Math Specialists continue to support students through intervention and enrichment, by either pushing into classrooms during the math block or pulling students out for targeted instruction. To strengthen their ability to coach teachers in high-quality math practices, the Specialists participated in one full-day training session and one full-day coaching lab this fall. They also continue this work during their monthly Math Specialist meetings. January 2026 B. Convene a second year of District Math Leadership Team meetings to: (1) support implementation of a 'doable' math differentiation framework; (2) evaluate the need for a full curriculum review; and (3) if warranted, initiate the curriculum selection process. Implementation of the differentiation framework, a clear team decision on curriculum needs, and progress on curriculum review or adoption if pursued. In Progress The Math Leadership Team - comprising K–8 teachers, instructional coaches, specialists, and administrators - convened in mid-November to determine whether to initiate a full curriculum review, a process that involves evaluating and piloting math instructional materials for potential District-wide adoption. Following thoughtful discussion, the Team reached clear consensus at each level. At the elementary level, 80 percent of members expressed strong support for continuing with our current math curriculum resource, Eureka^2, citing its alignment with instructional priorities and positive impact on student learning. In contrast, the middle school team expressed overwhelming interest in piloting a new resource, Amplify Desmos Math, to explore how it may better support student learning and engagement. As a result, the District will officially launch a targeted middle school curriculum review in mid-January. This process will include a structured evaluation process, classroom piloting, and opportunities for educator and student feedback as we determine the best path forward for math instruction at Gemini. January 2026 C. Led by principals, instructional coaches, and math specialists - in collaboration with the Teaching and Learning Department - all schools will facilitate monthly PDSA cycles, focused largely on strengthening math and literacy differentiation practices. Completed monthly PDSA cycles at all schools focused on math and literacy differentiation practices. Not Started Led by Principals, Instructional Coaches, and Math Specialists - in collaboration with the Teaching and Learning Department - all schools have facilitated monthly Plan-Do-Study-Act (PDSA) cycles, focused largely on strengthening math and literacy differentiation practices. These cycles of professional learning will continue for the latter part of this school year as well. January 2026 Objective 2: Deepen equity, diversity, and inclusion (EDI) efforts Action Evidence of Success Status A. Review and evaluate long-term plan to support newcomer students with a focus on increasing classroom teachers' knowledge, skills, and confidence in working with these students and their families. Improved classroom instruction aligned to the long term plan through effective differentiation practices for newcomer/multilingual students (e.g., use of visuals, gestures, vocabulary instruction), supported by positive teacher feedback and observation data. Long-term plan developed to support newcomer needs. In progress During the first half of the school year, the Director of Multilingual Services provided professional development to staff that focused on improving differentiation practices for newcomer/multilingual students and refining co-planning/co-teaching practices at Apollo, Gemini, Mark Twain, and Nelson. The Director will meet with Melzer and Washington staff during the second half of the year. January 2026 B. Increase communication with parents about student absences and tardiness using the District prescribed process. Attendance system developed and implemented. Student attendance increases over time. Not Started During the first half of the school year, school leadership sent regular monthly attendance updates for all families. Additionally, teachers and Principals have reached out directly to parents of students who are absent more than two times in a single week, as well as to students who are frequently tardy. Our student attendance remains comparable to this time last year. January 2026 C. Implement a three-year plan, developed by the District 63 Equity, Diversity & Inclusion (EDI) Committee, to increase EDI education for students, staff, and the community. EDI educational opportunities implemented for students, staff, and the community. In progress The EDI Committee comprising administrators, teachers, support staff, and related services staff met on September 18. The group participated in some professional development and work time building out EDI activities for the District's second trimester essential curriculum maps. The Committee will meet for the second time on January 22, during which time the group will participate in professional development and continue to work on the tasks outlined in the three-year EDI plan. January 2026 Objective 3: Increase student, adult, and family programming Action Evidence of Success Status A. Renew the memorandum of agreement with Oakton College to provide free adult English classes at the FRC. In Progress Oakton College pulled out of its agreement to teach English classes at the FRC this year due to budget cuts. January 2026 B. Evaluate Family Resource Center (FRC) programming and align services to community needs. FRC programming aligned with community needs based on survey feedback. In Progress From October 12 - 26, the District 63 community was surveyed on FRC services and programming needs. The survey asked about the likelihood of participation in the various FRC programs and services, what barriers might prevent them from participating, and what other options they would like to see offered. Results were positive re the likelihood of participation, and 93 percent of respondents reported that they would recommend the FRC to anyone seeking the services and programs it provides. January 2026 -
Objective 1: Champion technology innovation Action Evidence of Success Status A. Provide professional development within the Plan-Do-Study-Act (PDSA) model aligned with the 4Cs (critical thinking, creativity, communication, and collaboration), artificial intelligence (AI), and the DCF. Increased student engagement and creation of digital content across grade levels. Professional learning evaluations reflect teacher growth with educational tools. In progress Instructional Technology Coaches (ITCs) provided District-wide professional development (PD) on digital citizenship in September. In October and December, the ITCs provided professional development on AI integration. January 2026 B. Elementary librarians and middle school social studies teachers implement the DCF, with classroom teachers reinforcing responsible, safe, and ethical online behavior through integrated mini-lessons during social emotional learning (SEL) time. Digital citizenship mini-lessons are consistently implemented in elementary SEL/RULER blocks and middle school Advisory blocks. Digital citizenship instructional expectations are included in all grade-level essential maps, ensuring teachers cover all required lessons. Complete The Digital Citizenship Framework (DCF) has been implemented into elementary social emotional learning (SEL) time throughout the first half of the year, and the library essential curriculum maps. In the middle school, core DCF lessons continue to be taught in social studies with mini-lessons taking place during advisory time. January 2026 Objective 2: Continue student, parent, and staff education Action Evidence of Success Status A. Develop and maintain virtual onboarding training for new staff. Staff complete all training prior to new staff orientation. Complete All new 2025-26 certified staff completed a virtual onboarding training. January 2026 B. Provide optional, student-led STEAM-focused clubs across the District to emphasize hands-on learning. In progress STEAM clubs will begin in January at all elementary schools; Gemini is hosting two robotics clubs. January 2026 C. Educate and provide resources for staff and students on AI through professional development aligned with the PDSA model, focusing on AI's role in the 4Cs and ethical digital citizenship. ITCs provide professional learning focused on the use of AI for staff and student use. In progress The District Technology Committee completed a final draft of District AI Guidelines, which will be reviewed by the administrative team. ITCs continue to provide teacher training on AI implementation. January 2026 Objective 3: Strengthen systems integration Action Evidence of Success Status A. Training on how to use the data warehouse provided; user-friendly guides developed to assist with retrieving information. Staff are trained to use the data warehouse for the problem solving and Multi-Tiered Systems of Support (MTSS) processes. In progress Most of our elementary and Early Learning Center staff have been trained on using our data warehouse and entering data to facilitate student progress reviews. Staff at our remaining elementary school will be trained in January, while staff at Gemini will be trained next fall. Training videos and job aides are also being finalized and will be made available to staff in the new year. January 2026 B. Incident response plans are in place; cybersecurity audits and assessments completed. Not Started C. The District Cybersecurity Specialist will implement an incident response plan and complete cybersecurity audits and assessments. In progress The District Cybersecurity Specialist has implemented an incident response plan. Cybersecurity audits and assessments are ongoing. January 2026 -
Objective 1: Maintain State Board of Education Financial Review or Recognition Profile. Action Evidence of Success Status A. For FY24, the District was at the ISBE Recognition level. The budget adopted by the Board last September ensures that the District will maintain at least a Review designation. In Progress For fiscal year 2024-25 (FY25), the District was at the ISBE Recognition level. The budget adopted by the Board last September ensures that the District will maintain at least a Review designation. January 2026 B. The five-year financial projections were updated and presented at the April Board meeting, highlighting two scenarios. The first assumes the District continues at the current staffing levels. The second assumes we begin the process of eliminating some unneeded positions and letting several others attrit. This second scenario is the path we are taking. Based on this, the District revenues and expenditures will be much more closely balanced. This path also preserves a fund balance as a percentage of annual expenditures of 50 to 64 percent. This fund balance level is at least twice the amount recommended by ISBE.
In progress The five-year financial projections were presented at the April 2025 Board meeting and highlighted two scenarios. Under scenario #1, the District would continue under the same staffing levels. Under scenario #2, the District would let attrition run its course and eliminate certain position to start aligning revenues with expenditures. This second scenario is the path we are taking, generating cost savings of about $1.5 million over two years: $800,000 in fiscal year 2025-26 (FY26) and the balance in fiscal year 2026-27 (FY27). January 2026 Objective 2: Build equitable learning spaces to meet student needs. Action Evidence of Success Status A. We are prioritizing improvements to learning spaces for summer 2025 construction, including improving the STIL program's sensory room and the music and art rooms at Washington. As noted in December, over the next two years, we will finalize a plan to address learning spaces across all our buildings over the long term.
In progress Last summer, we updated the STIL Program's sensory room as well as the music and art rooms at Washington. This process is ongoing and over the next year, we will finalize a priority list for all learning spaces across all schools. January 2026 B. We are executing our plan for improving learning spaces over the next year. The Board approved project funding in the form of bonds, proceeds from which were received on November 18, 2024. Working with our architectural firm, after a public bid process, the lowest responsible bidder was awarded the contract at the February 2025 Board meeting. Project completion date is anticipated in early August 2025.
In progress The update of the Washington learning spaces was done efficiently and effectively. Projects were completed on time and within budget under a general contractor construction model. As we prioritize learning space updates across all schools over the next year, we will make a recommendation on the appropriate construction model to use (general contractor, construction manager, or design-build). The final decision on which model to use will depend on the complexity of the improvements. January 2026 Objective 3: Modernize infrastructure Action Evidence of Success Status A. ISBE approved Life Safety Reports for all schools in early February. Complete Wold Architects will be filing the next set of Life Safety Reports with ISBE this month. January 2026 B. The Life Safety Report lists priority projects. Priority A projects are most critical and will be addressed during summer 2025. Priority B projects will be addressed in subsequent years - with completion scheduled for summer 2029. Non life-safety projects that improve and modernize the District's infrastructure will begin to be addressed in the summer 2025 with the upgrade of Mark Twain's roof and parking lot.
In progress These Life Safety Reports will become the District's priority list of remaining life safety infrastructure projects (priority levels B and C). January 2026 C. Execution of our plan for modernizing infrastructure over the next year is in progress. After a traditional public bidding procurement process, used for life-safety updates across the District, the bid was awarded to the lowest responsible bidder at the February board meeting. A cooperative procurement process was used for the restoration of the roof and parking lot at Mark Twain that allowed the District to select a vendor that has the expertise to do the work. Project completion date is aniticatped in early August 2025, before the start of the new school year.
In progress Last summer, the District updated the most critical (priority A) life safety projects across all schools. All were completed on time and within budget. The execution of priority B and C life safety projects (see B. above) is anticipated to begin in the summer of 2026 across all schools. January 2026 -
Objective 1: Maintain high-quality external and internal communications, adapting
to communication preferences.Action Evidence of Success Status A. Continue to effectively and consistently disseminate information to families and staff regularly through appropriate communications channels. Timely, well-executed maintenance of all communications channels. Accessible website, social media, and e-newsletter as indicated by viewer and usage statistics. In progress The District continues to maintain regular and extensive communication with families and staff. This fall, staff received final training on ParentSquare; it is well accepted and used extensively. We did explore upgrades to our digital signs, but such a change comes at significant cost. January 2026 B. Continue providing robust, responsive communications support to all schools and departments. Positive feedback on communications-related support. In progress Communications supported a wide variety of school and District priorities over the summer and into the fall - from back-to-school events and information to the summer print newsletter (see below) and extensive staff training on ParentSquare. January 2026 C. Use strategic storytelling to highlight student success; share positive testimonials from families, alumni, and community leaders; and showcase capital improvements—emphasizing the unique value District 63 brings to the broader community.
In progress Our summer print newsletter featured parents, teachers, and students sharing how District 63 inspired them - and the Superintendent's column focused on how the District maintains its facilities. Each staff newsletter features either a new staff member - or one who has been with the District for many years - sharing their own experience here. January 2026 Objective 2: Engage a broader parent community Action Evidence of Success Status A. Support parent-teacher organizations (PTO) with communication with families. PTO leaders disseminate key District 63/school messages in multiple languages and are adept at steering parents to multi-language resources. In progress Our first and second PTO President Leadership Councils of the school year took place on October 8 and January 7. Apollo launched its first PTO; Communications has been providing support for staff and the new President. January 2026 B. Leverage FRC programming to disseminate District-level communications. Families attending FRC programs regularly receive District information. In progress FRC programming continues to leverage District communications. January 2026 Objective 3: Strengthen community partnerships Action Evidence of Success Status A. Update the database of potential and current local partners. Complete Our local partners list has been updated. January 2026 B. Maintain and strengthen relationships with elected officials. At least one contact every six months for each elected official; strive for one visit from each every other year. In progress Niles Mayor George Alpogianis visited Nelson on September 16; the Director of Communications and Superintendent attended several legislator-related functions, generally through ED RED and local Chambers of Commerce. The Director of Communications & Community Relations continues to chair the Niles Chamber Legislative Committee. January 2026 -
Objective 1: Employ high-quality staff Action Evidence of Success Status A. Stay interviews with staff members are ongoing and will be completed by the June 2025 Board meeting. An evaluation of the themes that originated from the stay interviews will be shared. In progress Stay interviews with 20 teachers from across the District during the second half of the school year. January 2026 B. Develop additional 63-second videos highlighting current employees. Complete A second D63 in 63 Seconds video has been completed. January 2026 Objective 2: Work to be fully staffed Action Evidence of Success Status A. Continue marketing open positions using student perspectives on why individuals should work in District 63. Will create marketing materials that reflect student perspectives. In progress Marketing has continued for open positions using student perspectives on why individuals should work in District 63. January 2026 Objective 3: Offer competitive compensation and benefits Action Evidence of Success Status A. Begin preparations for the East Maine Custodial Maintenance Association (EMCMA) negotiations scheduled for 2026. Key data for bargaining collected and negotiations team in place. In progress Preparations have begun for the East Maine Custodial Maintenance Association (EMCMA) negotiations scheduled for 2026. January 2026 -
We believe . . .
. . . a safe, accepting, diverse community best supports learning.
. . . mutual respect is the norm.
. . . effective communication strengthens communities and student success.
. . . knowledge is power and enhances achievement.
. . . teamwork leads to better outcomes.