2021-23 Goals & Initiatives

Research and secure the services of a climate survey consultant, process, and assessment. Analyze the results and develop a climate improvement plan.

Research and secure the services of a climate survey consultant, process, and assessment. Analyze the results and develop a 5-year equity plan.

Research and secure the services of a climate survey consultant, process, and assessment. Analyze the results and develop a strategic plan.

Complete the transition and rebranding of the website and fulfill its role as the repository for all district communications.

Launch a ThoughtExchange survey to begin gathering feedback from constituents

Improve customer experience through rebranding and differentiating communication channels: Weekly Updates, school communication, social media, and mobile app; explore expanded translation opportunities.

Increase visual communications about students, programs, and events 

Collaborate with District 225 Safety and Security office to develop and enhance tools and content templates for crisis communications.

Engage and support staff in creating professional, appropriate social media content and practices.

Minimize excess parent emails by expanding and curating content so that the GBS/GBN Weekly Update is seen as one source of communication to prevent overwhelming parent communications.

Continue implementation of FinalSite by developing, training, and supporting appropriate users within the schools and district.

Enhance branding, and audience targeting through social media platforms, digital publications, and other communication channels.

Develop an internal media database to archive all images and videos from the District, Glenbrook North, and Glenbrook South.

Create values and tenets for all communications, e.g., timely, brief, clear, proactive, and purposeful.

Improve customer experience through rebranding and differentiating communication channels: Weekly Updates, school communication, and social media

Explore effective ways to expand engagement and partnerships with key groups and demographics in the school community and greater community.

Perform a salary survey of all licensed administrator positions. Following the survey, provide a report to the Superintendent.

Establish a stakeholder group to review the administrative evaluation process. Following the review, the stakeholder group shall document a report identifying strengths and areas of growth for consideration by the Superintendent.

Evaluate the creation of a teacher pipeline model, where high school juniors and seniors are offered dual enrollment opportunities to start gaining college credit toward a teaching degree. This “grow-your-own” model may also include pathways for current instructional assistants and current, non-licensed employees currently working for the school district.

Implement the Skyward Applicant Tracking system to streamline the recruitment and onboarding process for all licensed and non-licensed positions, including internal and external applicants.

Provide students with an improved learning experience when a substitute is filling the role of their teacher, establish and recruit highly-qualified permanent substitutes. These individuals should maintain a professional educator license and demonstrate competency in an area of need.

Implement the Red Rover substitute management system to support the placement of highly-qualified substitutes for all positions on an as-needed basis.  

Utilize system analytics to identify any deficiencies in the substitute pool and develop an action plan to address those deficiencies as needed.
 

Establish job descriptions for all non-licensed and administrative personnel that identify essential job functions, department-specific job functions, qualifications, and preferred education and experience. Upon completion, establish an online repository of these documents for access by all staff and interested stakeholders.

In anticipation of a significant amount of administrative retirements (30.4% of licensed administrator positions) at the conclusion of the 2022-23 (3), 2023-24 (7), and 2024-25 (4) school years, coordinate a principal preparation program to be facilitated in our school district. This program should provide an opportunity for future Glenbrook leaders to benefit from an accredited, principal preparation program that will lead to eligibility for the principal administrative endorsement (formerly the type 75) while providing current Glenbrook leaders to serve as guest speakers and internship supervisors.

Explore opportunities to work with other districts that have similar needs or have established practices that would enhance our ability to close any identified well-being gaps.

Implement a student success dashboard that provides an opportunity to create workflows for data analysis and reporting on the full data story of students across four major markers: academics, attendance, behavior, and social-emotional

Enhance our structures for a multi-tiered system of support (MTSS).

Implement a research-based survey and social-emotional learning screener designed based on the Collaborative for Academic, Social, and Emotional Learning (CASEL).

Revamp the data entry of behavior to understand behavior patterns and environment needs more accurately.

Align appropriate intervention strategies and appropriate structures with the state of Illinois code that affords students five annual mental health days.

Develop and implement tiered intervention strategies specific to student internet use.

Audit current curriculum policies and practices to determine areas of need and opportunities for growth using the agreed-upon well-being lens.

Launch a needs assessment for alternative learning programs and determine an implementation plan if warranted.

Review counseling group curriculums for revisions in student services supports and potential coordination of school-wide strategies across the staff.

Create a student well-being portal under Educational Services that outlines our systematic approach, values, and beliefs inclusive of supports available to students district-wide. This would link to the building’s work for further details.

Explore the establishment of a school-based health center to support current and future Glenbrook students in accessing essential health services, regardless of the ability to pay.

In partnership with community agencies, develop drug awareness and substance abuse training for security personnel.

Revamp the data entry of health documentation and offices for greater support and understanding of students.

Review potential school-wide well-being strategies and develop an implementation plan including staff professional development.

Develop a systematic approach to data collection, access, and utilization that includes a collection of tools that serve our needs for analysis and assessment.

Continue to review current curriculum systems and practices in the area of access and well-being.

Implement a student success dashboard that provides an opportunity to

Implement an ongoing PowerSchool Ecosystem Assessment Review committee that serves to optimize and advance the performance of this system as an essential Educational Services platform.

Audit our current dual-credit and other types of advanced credit offerings to determine expansion opportunities that are desirable, feasible, and viable.

Analyze the utilization of educational technology tools adopted in the midst of the pandemic to understand the impact and the value of moving forward on student learning.

Complete the district-wide learning space initiatives in alignment with learning, teaching, and well-being.

Continue our Township collaboration.

Audit current instructional equity policies and practices to determine areas of need and opportunities for growth in alignment with the Illinois State Board of Education’s Equity Continuum Journey.

Create a district-wide vision of college and career readiness and implement a unifying model of post-secondary advancement and pathways.

Design professional development for staff utilization of data from the implementation of a researched-based survey and social-emotional learning screener designed based upon the Collaborative for Academic, Social, and Emotional Learning (CASEL).

Explore opportunities to work with other districts that have similar needs or have to establish practices that would enhance our ability to close any identified curriculum and learning gaps.

Utilize student success dashboard and other data tools to evaluate gaps in achievement that may exist for subgroups of students (e.g. students who are ELs and/or have an IEP) and develop an implementation plan including professional development.

Transition the day-to-day management of the employee health benefits program to the Business Services department.  Design and produce all materials and establish procedures as necessary to conduct open enrollment (and special enrollment) activities consistently.

Enter into and complete collective bargaining negotiations with the Glenbrook Education Support Staff Association (GESSA) and the Glenbrook Educational Support Personnel Association (GESPA).

Enter into and complete collective bargaining negotiations with the Glenbrook Education Association (GEA).

In partnership with the school district’s Cost Containment Committee, evaluate the affordances and constraints of implementing a cafeteria plan for employee health benefits.

Design, produce, and distribute an Annual Comprehensive Financial Report (ACFR) to the Board of Education and the community. Upon completing the publications, apply for the Certificate of Achievement for Excellence in Financial Reporting Award from the Government Finance Officers Association and the Certificate of Excellence Award from the Association of School Business Officials International.

Design, produce, and distribute financial publications to the community in the form of the Budget in Brief and Popular Annual Financial Report (PAFR). Upon completing the publications, apply for the Popular Annual Financial Reporting Award Program from the Government Finance Officers Association.

Design, produce, and distribute budget materials that align with the best practices established by the Government Finance Officers Association and the Association of School Business International. Upon completion of the publications, apply for the Distinguished Budget Presentation Award from the Government Finance Officers Association and the Meritorious Budget Award from the Association of School Business Officials International.

In partnership with the school district’s municipal financial advisor, evaluate the benefits to taxpayers for refunding the Series 2016B and 2017 limited tax life safety bonds upon their eligibility (December 1, 2025).

Finalize specifications, complete a competitive bid, and present a proposal to the Board of Education to enable completion of the “total classroom” initiative by the start of the 2023-24 school year.

In anticipation of the retirement of the school district’s fleet of driver education vehicles (7) that will be retired at the end of the 2022-23 school year, identify replacement vehicles that may also serve additional identified needs for transporting small groups of students after hours. Additionally, evaluate the cost-effectiveness and other benefits of transitioning from hybrid to electric vehicles.

Identify options for installing solar panels on available roof space at Glenbrook North, Glenbrook South, and the District Administration Building. Seek proposals from qualified providers with experience in servicing local schools or government agencies, including $0-upfront cost and district-funded proposals.

In anticipation of the retirement of the school district’s fleet of 15-passenger activity buses (9) that will be retired at the end of the 2022-23 school year, identify replacement vehicles. Additionally, evaluate the cost-effectiveness and other benefits of transitioning from hybrid to electric vehicles.

Perform a comprehensive review of all policies and procedures within the 4000 (Fiscal Management) and 5000 (Business Management) sections of the Board Policy Manual. After completing the review, consult with the school district’s auditor (Lauterbach and Amen, LLC) and legal counsel as necessary to recommend revisions to the Board of Education as necessary.

In consultation with the school district’s risk management pool (SSCRMP) and the school district’s cyber security insurance company (Crum and Forster), perform a cyber security risk assessment of all school district resources, and develop an action plan to address any areas for improvement that are identified.

Engage an external consulting service (FEA) to perform a comprehensive physical security assessment of all school facilities. Upon completion of the assessment, present recommendations and an action plan to address the relative effectiveness of the school district’s physical security elements (e.g., deterrence, detection, delay, and response).