ISBE has been working diligently to redefine ISBE’s mission, vision, and goals as the state’s preK-12 education agency. We are seeking feedback from educators, administrators, families, community members, and stakeholders to help us determine the appropriate strategies and metrics to ensure we are equipping each and every child with the knowledge and skills they need to thrive.
November – January
- Created initial draft of plan
- Met with key stakeholder groups:
- Management alliance
- ISBE content leads
- Teacher unions
- Regional Superintendents
January – March
- Holding regional public forums across Illinois in five locations:
- South Suburbs
- Hold internal ISBE feedback meetings
- Prepare revised draft plan
March – April
- Board members discuss at March Board Meeting
- Approval of Strategic Plan at April Board Meeting
Goal 1 is focused on Student Learning
Goal: Every child will make significant academic gains each year, increasing their knowledge, skills, and opportunities so they graduate equipped to pursue a successful future, with the state paying special attention to addressing historic inequities.
- System of Support| Provide all schools and districts with the level of support necessary to propel efforts to continuously improve.
- Student Assessment| Develop and support an aligned PreK-12 student learning system within four years that enables every student to accurately demonstrate their ability.
- 1.1.1: Move at least 33 percent of all currently identified schools for improvement from comprehensive and targeted status to commendable or exemplary during the three-year improvement cycle.
- 1.1.2: Strengthen the relationships between ISBE and districts with identified schools by increasing the support for ROEs and other stakeholders.
- 1.1.3: Identify successful and high-quality providers to be included as IL-EMPOWER Learning Partners and match districts with providers.
- 1.1.4: Ensure effective support is delivered by IL-EMPOWER Learning Partners by requiring quarterly reports on their strategic impact.
- 1.1.5: Provide tiered state-level support for districts that remain in the lowest 5 percent designation.
- 1.2.1: Expand assessment literacy by creating four assessment literacy informational products for different audiences within two years.
- 1.2.2: Provide all districts with a PreK-12 aligned assessment system to reduce overall testing time.
- 1.2.3: Provide more helpful and timely assessment reports for educators and parents that present actionable information to better support student learning.
- 1.2.4: Develop a native language assessment within three years.
- 1.2.5: Implement a common method of measuring PreK-12 growth within two years.
Goal 2 is focused on Learning Conditions
Goal: All districts and schools will receive the resources necessary to create safe, healthy, and welcoming learning environments, and will be equipped to meet the unique academic and social and emotional needs of each and every student.
- Resource Allocation| Strategic resource allocation decision-making is being used across LEAs and within LEAs within four years to address inequities, close achievement gaps, and improve the achievement of every student.
- System of Support| All schools will be equipped with the tools and resources needed to create safe and healthy learning environments for every student.
- 2.1.1: Promote collaboration and understanding within LEAs among their finance and programmatic teams regarding resource allocation decision-making.
- 2.1.2: Provide clear, intuitive, user-friendly data to inform strategic resource allocation decision-making within LEAs.
- 2.1.3: Inform and advocate for funding improvements toward greater adequacy, equity, and predictability.
- 2.1.4: Communicate with and educate advocates, stakeholders, and within LEAs regarding designated funds for specific student populations.
- 2.1.5: Create an efficient and effective reporting system in collaboration with the field that encourages and fosters braiding and blending (i.e., integrated resource allocation system) and is supported by aligned agency mindsets and practices.
- 2.2.1: Convene a stakeholder committee that includes educators to identify and set goals regarding priority safe and healthy school issues at the state and local level.
- 2.2.2: Work with LEAs to develop clear policies that create and promote safe, supportive, healthy, and culturally relevant environments in schools and on school grounds.
- 2.2.3: Develop statewide guidelines for and provide districts with tools to support implementation of non-discrimination, inclusionary practices, and culturally relevant education.
Goal 3 is focused on Elevating Educators
Goal: Illinois’ diverse student population will have educators who are prepared through multiple pathways and are supported in, and recognized for their efforts to provide each and every child an education that meets their needs.
- Educator Support, Recruitment, & Preparation | To increase the number of educators who meet the needs of the local context and increase educator diversity in Illinois public schools.
- 3.1.1: Attract and recruit a diverse teaching corps that meets the needs of districts and schools from early education through secondary school by leveraging multiple pathways, including partnerships, expanded recruitment, CTE pathways, high school programming, and residency partnerships.
- 3.1.2: Attract, recruit, and support a diverse pipeline of future district/school leaders through the launch of the School/District Leadership Department.
- 3.1.3: Convene educators and stakeholders to develop strategies to recruit and retain diverse educators.
- 3.1.4: Retain effective educators by providing coaching and mentoring, teacher leadership opportunities, principal preparation support, and access to high-quality professional learning.
- 3.1.5: Elevate the profession by promoting the recognition of excellent teachers on state and local levels.
- 3.1.6: Support a comprehensive, strategic teacher preparation strategy that expands the teacher pipeline through more collaboration and coordination across agencies (ISBE, ICCB, IBHE).
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