Community Unit School District 200 Committee of the Whole met Oct. 22.
Here are the minutes provided by the committee:
The Committee of the Whole meeting for the month of October of the Board of Education of Community Unit School District 200, DuPage County, Illinois, was called to order at the School Service Center, 130 W Park Ave, Wheaton, IL, by Board Vice President Julie Kulovits, on Wednesday, October 22, 2025, at 7:00 PM.
ROLL CALL
Upon the roll being called, the following were present:
Board Members: Ms. Julie Kulovits
Mr. Dave Long
Ms. Katy Ebbesen
Mr. Erik Hjerpe
Absent: Mr. Rob Hanlon
Ms. Angela Blatner
Mr. John Rutledge
Also in Attendance: Dr. Jeff Schuler, Superintendent
Ms. Faith Behr
Mr. Matt Biscan
Ms. Melissa Murphy
Dr. Brian O’Keeffe
Dr. Chris Silagi
Mr. Jason Spencer
PLEDGE OF ALLEGIANCE
Board Member Katy Ebbesen led the Board in the Pledge of Allegiance.
SUSPEND THE RULES AND ADJOURN TO A WORKSHOP SETTING
MOTION
Member Hjerpe moved, Member Ebbesen seconded to suspend the rules and adjourn to a workshop setting. Upon a roll call vote being taken the vote was: AYE 4, NAY 0.
The motion carried 4-0.
Instruction
Vision 2026: CUSD 200 Dashboard and Illinois School Report Card
The Vision 2026 Strategic Plan began in the 2022–2023 school year. This plan is built around two main goals: academic excellence and operational excellence. The first year of the plan focused on learning recovery following the disruptions caused by the pandemic. This work established a foundational basis for future academic improvement. The district’s academic progress related to the Vision 2026 goals is reviewed annually. This review takes place during the Board of Education’s October Committee of the Whole Meeting, where the data reflected on the Vision 2026 dashboard is examined.
At the meeting, the administration provided an update on the 2024-25 metrics that are on the Illinois School Report Card and the Vision 2026 Dashboard. This report also provided an overview of the new Illinois Proficiency Benchmarks that were right-sized. Since this is the final year of the four-year strategic plan, data for each year was included, allowing the Board and community an opportunity to see progress on metrics that were selected for the dashboard.
The CUSD 200 Dashboard and Illinois School Report Card PowerPoint presentation included information on the following:
● Goals for Tonight – provide an overview of student academic achievement results that are monitored on the dashboard. This will include:
o The New Illinois Proficiency Benchmarks
o Math Achievement
o ELA Achievement
o Strategies implemented to support academic excellence with Vision 2026
o College and Career Readiness
● Four Guiding Questions
o 1) What adjustments did Illinois make to proficiency benchmarks and why?
o 2) What is the current state of math achievement in CUSD 200? What items on the work plan will continue to accelerate growth?
o 3) What is the current state of ELA/Reading achievement in CUSD 200? What items on the work plan will continue to accelerate growth?
o 4) How prepared were the students from the Class of 2025 for postsecondary opportunities? What items on the work plan will continue to support postsecondary opportunities?
What adjustments did Illinois make to proficiency benchmarks and why?
● Proficiency and Growth
o Proficiency: the percentage of students who met the state-defined standards in Mathematics or English Language Arts (ELA). This data represents student attainment measured at one specific point in time, as mandated by policy.
o Growth: instead of just measuring achievement at one point, this metric tracks student growth which is the extent of learning or progress a student demonstrates across multiple assessments over time. This growth-based perspective offers a more equitable way to assess the impact of improvement initiatives.
● IAR, ISA and ACT Now Have Unified Performance Levels
o Below Proficient, Approaching Proficient, Proficient, Above Proficient
● Illinois Proficiency Over Time (Grades 3-8)
o Chart shows ISAT, new ISAT cut scores, PARCC, IAR, and new IAR cut scores for Math and ELA from 2006 through 2025
● Illinois Had the Most Restrictive Benchmarks for ELA and Math Proficiency o Chart shows the estimated score on NAEP that a student would need to score “proficient” on their local state assessment in all fifty states
● How Did We Get There? (ELA & Mathematics)
o SAT was adopted as the state’s high school assessment in 2017
o Illinois aligned high school benchmarks to 3-8 assessment instead of to college and career expectations
● Goal: Alignment with College and Career Expectations
o Changes aligned ACT proficiency benchmark to the score a student needs to get into college for ELA and Math
o Changes aligned ACT proficiency benchmark to the score a student needs to pass college coursework for ELA, Math, and Science
● New Aligned Benchmarks for Proficiency (ELA, Math & Science)
o Old and new benchmarks for grades 3-8 (IAR & ISA)
o Old and new benchmarks for grades 9-11 (ACT)
● National Percentile of ISBE Benchmarks
o Math (new and old) and ELA (new and old) for grades 3-8 and 11
What is the current state of math achievement in CUSD 200? What items on the work plan will continue to accelerate growth?
● Proficiency and Percentile
o Proficiency: the percentage of students who met the state-defined standards in Mathematics or ELA. This data represents student attainment measured at one specific point in time, as mandated by policy.
o Percentile: the percentage of all students across Illinois that the average district student performs equal to or better than.
● IAR Percentage Proficient/Above Proficient in Math 2025
o Grades 3 through 8
● IAR Percentage Proficient/Above Proficient in Math 2025 / Percentile
o Grades 3 through 8 (percentage and percentile)
● Vision 2026 Math Growth and Curriculum Work
o The Vision 2026 strategic plan began the 2022-23 school year. At that time, IM was first used at K-5 level, additional math coaches and interventionists were supported through ESSER funds, MS piloted two instructional materials
o IAR Math results proficient and above proficient for 2023
o 2023 Growth: 50th percentile
● IAR Math Proficient and Above Proficient – 2024
o During the 2023-24 school year: this was the first year of implementation for MS staff of IM, and the district began offering training on Math Language Routines (MLR) for staff interested in attending after-school sessions
o IAR Math results proficient and above proficient for 2023 and 2024
o 2024 Growth: 51st percentile
● IAR Math Proficient and Above Proficient – 2025
o During the 2024-25 school year: MS began using Zearn (aligned set of materials to IM in math lab), K-5 piloted two instructional materials for intervention, teachers across district expanded use of Building Thinking Classrooms to increase communication and collaboration in math, all elementary and MS started using a new process for School Improvement work for math
o IAR Math results proficient and above proficient for 2023, 2024, and 2025 o 2025 Growth: 53rd percentile
● 2025 Dashboard Metrics – Math
o Math Achievement (grades 3-5): IAR – 68%
o Math Achievement (grades 6-8): IAR – 54%
● 2025 Dashboard Metrics – Math Achievement (6-8): IAR
o Chart represents the percentage of all grade 6-8 CUSD 200 students achieving at or above grade level on the IAR.
o In 2025, ISBE adjusted the proficiency benchmarks, therefore the data before 2025 reflects the old benchmarks and data in 2025 reflects the new benchmarks.
● IAR Growth
o IAR growth percentile in math for 2023 through 2025
o Each student has their own SGP; the mean SGP is the average of all students’ individual rates
o 60 and above – excellent, 54 to 59 – above average, 50 + 3- average, 44 to 40 – has room for improvement but is not immediately concerning, below 40 – cause for concern
● IAR Math Growth by Subgroups: Race
o Growth for All, Asian, Black, Hispanic, Two or More, and White subgroups shown for 2023 through 2025
● IAR Math Growth by Subgroups: Special Populations
o Growth for All, Multilingual, IEP, and Low Income subgroups shown for 2023 through 2025
● IAR Math Growth & District Population Changes
o IAR growth for All, Multilingual, IEP, and Low Income subgroups shown for 2023 through 2025
o District population by same subgroups shown for 2023 through 2025
● FastBridge earlyMath and aMath – Spring 2025
o Percentage of students at or above the 50th percentile in Math for grades K-1, 2-5, and 6-8 for 2023 through 2025
● Math FastBridge: MTSS
o Percentage of Tier 1, Tier 2, and Tier 3 students in grades K-1, 2-5, and 6-8 for 2024 and 2025
● FastBridge Growth by Subgroups: Race
o Growth for All, Asian, Black, Hispanic, Two or More, and White subgroups shown for 2023 through 2025
o 60% is the goal
● FastBridge Math Growth – 2023 through 2025
o FastBridge math growth for All, Multilingual, IEP, and Low Income subgroups shown for 2023 through 2025
o District population by same subgroups shown for 2023 through 2025
● 2025-26 Work Plan
o All schools have detailed School Improvement Plans focused on math. This has been a focus of All Administrator Meetings and Math Coach Meetings. The School Improvement process follows research-based practices from EAB.
o Coaches and interventionists have begun using the Bridges intervention program.
o A small group of elementary teachers will be piloting EAB’s classwide intervention for addressing foundational knowledge gap.
What is the current state of ELA/Reading achievement in CUSD 200? What items on the work plan will continue to accelerate growth?
● IAR ELA Percentage Proficient/Above Proficient 2025
o Grades 3 through 8 (percentage and percentile)
● Vision 2026 ELA Growth and Curriculum Work
o The Vision 2026 strategic plan began the 2022-23 school year. At that time, the following was the landscape: K-5 teachers were piloting two instructional materials, and the 6-8 ELA steering committee started meeting
o IAR ELA results proficient and above proficient for 2023
o 2023 Growth: 63rd percentile
● IAR ELA Proficient and Above Proficient – 2024
o During the 2023-24 school year: this was the first year of implementation for Bookworms, all grades implemented the Shared Reading block and K-2 teachers implemented all three blocks. The MS ELA steering committee selected instructional materials to pilot.
o IAR ELA results proficient and above proficient for 2023 and 2024
o 2024 Growth: 55th percentile
● IAR ELA Proficient and Above Proficient – 2025
o During the 2024-25 school year: CUSD 200 began training on Bookworms Enhanced and Intensive Instruction to align the MTSS. The focus was on Enhanced Core Tier 1 instruction. MS teachers piloted two instructional materials, and a 6-12 reading intervention committee was formed and began the program review process.
o IAR ELA results proficient and above proficient for 2023, 2024, and 2025
o 2025 Growth: 56th percentile
● 2025 Dashboard Metrics – ELA
o ELA Achievement (grades 3-5): IAR – 74%
o ELA Achievement (grades 6-8): IAR – 80%
● 2025 Dashboard Metrics – ELA Achievement (6-8): IAR
o Chart represents the percentage of all grade 6-8 CUSD 200 students achieving at or above grade level on the IAR.
o In 2025, ISBE adjusted the proficiency benchmarks, therefore the data prior to 2025 reflects the old benchmarks and data in 2025 reflects the new benchmarks.
● IAR Growth
o IAR growth percentile in ELA for 2023 through 2025
o Each student has their own SGP; the mean SGP is the average of all students’ individual rates
o 60 and above – excellent, 54 to 59 – above average, 50 + 3- average, 44 to 40 – has room for improvement but is not immediately concerning, below 40 – cause for concern
● IAR ELA Growth by Subgroups: Race
o Growth for All, Asian, Black, Hispanic, Two or More, and White subgroups shown for 2023 through 2025
● IAR ELA Growth by Subgroups: Special Populations
o Growth for All, Multilingual, IEP, and Low Income subgroups shown for 2023 through 2025
● FastBridge Reading
o Percentage of students at or above the 50th percentile in Reading for grades K-1, 2-5, and 6-8 for 2023 through 2025
● Reading FastBridge: MTSS
o Percentage of Tier 1, Tier 2, and Tier 3 students in grades K-1, 2-5, and 6-8 for 2024 and 2025
● FastBridge Reading Growth by Subgroups: Race
o Growth for All, Asian, Black, Hispanic, Two or More, and White subgroups shown for 2023 through 2025
o 60% is the goal
● FastBridge Growth and District Population
o FastBridge reading growth for All, Multilingual, IEP, and Low Income subgroups shown for 2023 through 2025
o District population by same subgroups shown for 2023 through 2025
● 2025-26 Work Plan
o Reading coaches are working to fully implement Bookworms Intensive for K-5 interventions. This is through a partnership with Jamie True Daley from University of Delaware.
o Kindergarten staff will receive training on implementing Bookworms with Dr. Daley.
o The elementary resource committee is reviewing Specially Designed Instruction for literacy.
o MS ELA teachers are fully implementing My Perspectives.
o The 6-12 Reading Intervention Committee is continuing its program review. How prepared were the students from the Class of 2025 for postsecondary opportunities? What items on the work plan will continue to support postsecondary opportunities?
● Math and English Proficiency
o The College and Career Readiness Indicator measures the percentage of seniors who meet proficiency targets for English and Math. Students meet proficiency through an exam score or course grade. Students only need to meet one of the criteria listed for each subject area.
o Course options (C or higher): AP, Dual Credit, Transitional, Algebra II
o Exam options: ACT (minimum score 18 in English, 22 in Reading, 22 in Math + a fourth year course); SAT (540 in Evidence-based Reading and Writing/540 in Math + a fourth year course); AP (3 or Higher)
● English Proficiency: Graduating Seniors
o 2023 through 2025
● Proficiency Types
o SAT score (state test), ACT score (not required), Dual Credit, AP Course, and Transitional for 2023 through 2025
● English Proficiency by Race
o Proficiency for All, White, Hispanic, Asian, Black, and Two or More subgroups for 2023 through 2025
● English Proficiency by Special Populations
o Proficiency for All, Low Income, IEP, and Multilingual for 2023 through 2025
● PreACT to ACT Growth: English
o PreACT to ACT growth percentile in English for 2023 through 2025
o Each student has their own SGP; the mean SGP is the average of all students’ individual rates
o 60 and above – excellent, 54 to 59 – above average, 50 + 3- average, 44 to 40 – has room for improvement but is not immediately concerning, below 40 – cause for concern
● Math Proficiency: Graduating Seniors
o 2023 through 2025
● Proficiency Types
o SAT score (state test), ACT score (not required), Dual Credit, AP Course, Transitional, and Algebra II for 2023 through 2025
● Math Proficiency by Race
o Proficiency for All, White, Hispanic, Asian, Black, and Two or More subgroups for 2023 through 2025
● Math Proficiency by Special Populations
o Proficiency for All, Low Income, IEP, and Multilingual for 2023 through 2025
● PreACT to ACT Growth: Math
o PreACT to ACT growth percentile in Math for 2023 through 2025
o Each student has their own SGP; the mean SGP is the average of all students’ individual rates
o 60 and above – excellent, 54 to 59 – above average, 50 + 3- average, 44 to 40 – has room for improvement but is not immediately concerning, below 40 – cause for concern
● Advanced Coursework
o Metric includes graduates who earn a “C” or higher in advanced coursework and/or earn an Industry-Recognized Credential
o Advanced Placement (AP) – CUSD 200 currently offers 23 AP courses; AP Inspiring Excellence program focus – recruiting efforts and summer bridge programming
o Dual Credit – allows HS students to enroll in college-level coursework and secure credit at both the HS and college level simultaneously. Courses are taught by HS instructors who are approved by the college. CUSD 200 currently offers 19 Dual Credit courses. Many of the TCD courses also offer Dual Credit.
o Industry-Recognized Credentials – credentials are valuable to employers, allowing them to determine the skill or education level of job applicants without having to perform an assessment for each one. CUSD 200 students can currently earn Industry Recognized Credentials through TCD.
● % of Graduating Seniors Earning a C or Better in Advanced Coursework o 2023 through 2025
● Advanced Coursework by Race
o Percentage of All, Black, Asian, Hispanic, White, and Two or More students for 2023 through 2025
● Advanced Coursework by Special Populations
o Percentage of Low Income, IEP, and Multilingual students for 2023 through 2025
● Graduation Rate
o 2023 through 2025
● College and Career Pathway Endorsement
o To earn an endorsement on a HS diploma/transcript, a student must complete an individualized learning plan, engage in a career-focused instructional sequence (including early college credit), participate in work-based learning, and demonstrate readiness for college-level reading and math.
● College and Career Pathway Endorsement – Numbers
o Number of CUSD 200 students earning endorsements in Education,
Entrepreneurship, and Nursing from 2023 through 2025
● Freshman on Track
o A key predictor of HS success. Students who finish the ninth-grade year on track are almost four times more likely to graduate from high school than students who are not on track.
o State Metric Description: the percentage of first-time ninth-grade students who have earned at least five course credits without failing more than .5 course credits in their core subjects (English, Math, Science, or Social Studies).
● Freshman on Track
o 2023 through 2025
● 2025-26 Work Plan
o Grade 9, 10, and 11 students took the Fall PreACT. Data is being used for targeted School Improvement work.
o CUSD 200 entered into a partnership with ECRA to utilize their School Improvement Platform at the HS level. This allows staff to view growth over time, predicted growth, data by course, and data by content strands.
o DuPage County awarded CUSD 200 a $200,000 grant to support funding for two internship coordinators, one at each high school.
o CUSD 200 will submit an application for approval for a College and Career Pathway Endorsement for the Broadcast Media and the Social Media Marketing Pathway.
o The Engineering Pathway started this fall with our first course in the sequence. o CUSD 200 is supporting the tuition of over 200 students at TCD.
Other Report Card Metrics
● Annual Summative Designation
o Schools receive an annual summative designation on the Illinois Report Card. The designation is based on the school’s overall data for all of the accountability indicators, as well as the data for individual student groups.
o A school in School Improvement status remains in status for four years, regardless of changes to its annual summative designation during those years in order to
encourage sustainability of progress.
● Summative Designations
o Exemplary: the highest-performing 10% of schools
o Commendable: all other schools that are not Exemplary, Comprehensive, or Targeted o Targeted Support: would be Commendable or Exemplary based on overall performance, but has one or more student groups on par with the lowest-performing 5% of schools. Identifies the school for additional funding and support for school improvement.
o Comprehensive Support: Lowest performing 5% of schools. Identifies the school for additional funding and support for school improvement.
o Intensive Support: a school that completed comprehensive support, but performance still remains in the lowest-performing 5% of Title I eligible schools or has a graduation rate of 67% or below.
● Elementary & Middle Schools
o Academic Indicators (75%) – ELA Growth, Math Growth, ELA Proficiency, Math Proficiency, Science Proficiency, English Learner Progress to Proficiency
o School Quality & Student Success Indicators (25%) – Chronic Absenteeism, Climate Survey; (Implementation delayed on P-2, 3-8, and Fine Arts)
● High School
o Academic Indicators (75%) – ELA Proficiency, Math Proficiency, Science Proficiency, Graduation, English Learner Progress to Proficiency
o School Quality & Student Success Indicators (25%) – Chronic Absenteeism, Climate Survey, 9th-Graders on Track to Graduate; (Implementation delayed on College and Career Readiness and Fine Arts)
● CUSD 200 Summative Designations for 2025
o Exemplary: Wheaton North, Wheaton Warrenville South, Longfellow, Wiesbrook, Emerson, Monroe
o Commendable: Edison, Franklin, Hubble, Bower, Johnson, Hawthorne, Lincoln, Lowell, Madison, Pleasant Hill, Sandburg, Washington, Whittier
o Targeted Support: No CUSD 200 Schools
o Comprehensive Support: No CUSD 200 Schools
o Intensive Support: No CUSD 200 Schools
● Equity Journey Continuum
o An informational tool to help districts view their data through the lens of equity. It identifies gaps in student achievement, opportunities, and supports by analyzing data that districts already collect and report to ISBE. The tool makes the data more useful for districts to improve outcomes for students. ISBE developed the tool using national research and examples from other states.
o The Student Learning portion of the Equity Journey Continuum is based on data from the previous school year (2024).
● Data Elements
o Components from Student Learning, Learning Conditions, and Elevating Educators
● Equity Journey Continuum Steps
o Steps along the continuum: 1) Large gaps in equity, 2) Moderate gaps in equity, 3) Small gaps in equity, 4) Minimal gaps in equity
● Goals for Tonight – to provide an overview of student academic achievement results that are monitored on the dashboard. This will include:
o The New Illinois Proficiency Benchmarks
o Math Achievement
o ELA Achievement
o Strategies implemented to support academic excellence with Vision 2026
o College and Career Readiness
Are there questions related to these topics?
● Discussion and Planning for Vision 2030
There was additional information/comments on the following:
● At the end of the report card information, the Administration will give an update on the development of the new four-year strategic plan – history, process, and timeline moving forward.
● Since this is the fourth and final year of the strategic plan, the data was organized by the last three years (2023, 2024, 2025) so the Board and community can observe trends over time.
● There are a lot of celebrations in the data.
● Illinois proficiency over time:
○ Started with ISAT, and at that time, the proficiency benchmarks were set very low. Most DuPage school districts, including CUSD 200, had very high proficiency levels.
○ Then the Common Core standards were introduced, and expectations for student learning grew. Students had to read more complex texts, and content was shifted down in math. The ISAT cut scores were adjusted to match these changes, but the test itself remained the same.
○ We then had the years of PARCC, which was more challenging, requiring students to read and write at a higher level, and math problems became more complex.
○ PARCC was disbanded, and the platform in Illinois was changed to IAR (which is similar to PARCC).
○ COVID happened, leading to a decline in proficiency across Illinois. The CUSD 200 recovery from this occurred quickly, and our results last year exceeded pre-pandemic levels.
○ We currently have the same IAR assessment, but the proficiency cut was adjusted this year, so the results are a bit higher.
● New aligned benchmarks for proficiency – previously on the IAR, proficiency was 750 for all grade levels. Now there is a variance of the scale score by grade level.
● Percentile results calculated by our partner, ECRA. These percentiles help contextualize the results. There is little variance between the grades, which is encouraging.
● During the first year of our strategic plan, there was slightly more variance across grade levels, and our IAR growth percentile was average. Results started to increase during the 23-24 school year (the second year of Illustrative Math), and the growth percentile increased. Last year, the percentile was more consistent across each grade level. The big celebration last year was the increase in performance at grades 6-8.
● CUSD 200’s population has changed over the time of the strategic plan. Our ML population has increased by 3%, the IEP subgroup has increased by 1%, and the low-income population has increased by 6%. It was noted that District 200’s low-income population is 9% higher than that of any of our comparable districts.
● Math FastBridge: MTSS – District 200 has a healthy Tier 1. We are looking for at least 80%, and are between 79-82%. Generally, systems want between 3-5% in Tier 3, and District 200 is higher. This data has informed our work plan for the year.
● FastBridge growth – celebrations on priority subgroups’ growth.
● Proficiency in ELA will be higher than in math because the proficiency cut is at a lower national percentile.
● The impact of high-quality instructional materials on the ELA results.
● FastBridge reading results – the impact of the spring testing schedule on results. A change was made last spring, and increases were noted.
● MTSS FastBridge Reading – the data shows we have work to do with interventions, as the bands for Tier 2 and 3 are larger than we would like to see. This is addressed on the 2025-26 work plan.
● High School proficiency types – there are multiple pathways for students to meet proficiency. Most students meet proficiency through more than one pathway.
● Math proficiency for graduating seniors has shown a nice incline over the last three years.
● The graduation rate has had little change over the last few years. The Board was reminded that those students who move onto the transition program (and continue their programming until age 22) are part of the numbers that have not graduated yet.
● The class of 2025 had 55 students earn the College and Career Pathway Endorsement in one of three pathways (Education, Entrepreneurship, and Nursing).
● Equity Journey Continuum – the state is looking at this metric and going through a review process.
There were questions and/or additional discussion on the following:
● The state has made it clear that they will not reveal the results of the old cut scores or compare them to the new cut scores. We will not have access to the raw data from the state level.
● The NAEP scale/benchmarks and how this compares to PISA.
● The alignment with college and career expectations and ACT proficiency benchmark to the score a student needs to get into college – why were those colleges selected?
● The National Percentile of ISBE Benchmarks for old and new math and ELA for grades 3-8. The shift is pretty uniform except for grade 8. ISBE did use the center for assessment to help validate their work.
● IAR vs. FastBridge – FastBridge results are flat compared to IAR, where we have seen growth. It was noted that FastBridge is an adaptive test and a normed assessment, and IAR is a grade-level assessment.
● Bookworms, and since this is the third year, the current 5th graders would have been third graders when this was introduced.
● The growth the District has experienced and identifying the key things that have worked. Consistent materials, phonics instruction, increasing complexity of text students are reading, building common background knowledge and vocabulary, and the increase in the amount students are writing were noted.
● District 200 supports the tuition of over 200 students at TCD.
● The multiple data points being provided tonight and the appreciation for being a data-driven district.
● Consider how to communicate this information to the advisory committees and the community The importance for the community to understand how much the district uses data to make its decisions.
● The broader picture of multiple data points and being a district that values data. CAC will be provided with the review of the report card data in November. The group was provided with a list of data points that we monitor and asked to prioritize what they would like to dive deeper into at their next meeting.
Discussion and Planning for Vision 2030
Dr. Schuler updated the Board on the strategic plan development. This included information on the following:
● Anticipate we will operate in a similar four-year look-ahead.
● History of where we have been with strategic planning in District 200, beginning with the Engage 200 used to develop a plan in 2014, until the current strategic plan, Vision 2026.
● There is a need to look at a strategic plan on a single piece of paper.
● The addition of the strategies and dashboard in 2022, and the pandemic’s alteration of this plan.
● Strategic Planning Core Team, and where we anticipate going from a process standpoint, that will shepherd the process to bring to the stakeholders.
● Getting some input on the visioning elements of the strategic plan.
● Brainstorming and gap analysis phase of the plan through January, 2026.
● By February 2026, the goal is to develop a draft of a strategic planning document to take through the stakeholder feedback process. This will include building and staff feedback, as well as external feedback.
● April 2026 COW Meeting – the goal is to produce an initial draft of Vision 2030, with the final plan submitted to the Board for approval by May or June 2026.
● Having an open community opportunity to engage. Both CAC and the new advisory committees will help with this level of engagement.
● Core team – who is included, and any value in adding representatives from the Board or CAC to the team? Noted that the core team is the team that is doing a lot of work, building documents that will go to those stakeholder groups.
● The value in going to CAC as a whole at key points in time, providing multiple touchpoints as a group. The same is true with the Board.
● The Core team is acting as an outside firm would when developing the strategic plan, handling much of the foundational work.
● Once you move past the planning stage, the internal teams must do the work and need the support of the administrators who are responsible for assisting with that work. Student ambassadors and the role they can play in the process.
Dr. Schuler thanked Faith Behr, the Interim Director of Communications and Community Development, who stepped in for Alyssa Barry during her maternity leave.
PUBLIC COMMENTS – Agenda Items & Non-Agenda Items
None
ADJOURNMENT
MOTION
There being no further business to come before the Board in Open Session, Member Long moved, Member Ebbesen seconded to adjourn the meeting. Upon a voice call being taken, all were in favor. The motion carried 4-0.
The meeting adjourned at 8:24 PM.
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