2021-26 Strategic Plan
Overview
The 2021-26 strategic plan, Richfield Realized, is our roadmap for ensuring Richfield Public Schools is a vibrant, engaging school district where we inspire and empower every student and staff member to learn, grow and excel in an equitable environment. Through this strategic plan, we will realize our goals and dreams together with our students, staff and community.
Background
We value the voice and experience of our students, families, staff and broader community. In developing this plan, it was important to us to involve as many people as possible in the process, as the outcomes will impact all of us—we are #OneRichfield.
Starting in December 2019, we began by reviewing the 2015-20 strategic plan, including our goals and outcomes, with our management team and District leaders.
January through March 2020, we held stakeholder meetings to share the results of our previous strategic plan and to collect input on new priorities. In all, over 500 people provided more than 1,000 suggestions through community engagement sessions and an online survey. Community engagement sessions included large community gatherings, smaller meetings with advisory councils and PTOs, as well as online meetings (due to COVID-19). We also collected student input through student councils, activities, teams and community meetings.
In April, May and June 2020, we used an online tool to survey our community, asking them to prioritize the list of goals and action items that were collected. We had 485 people who responded to the survey. Contained in this strategic plan are the results of these rankings. Each category contains the top goals as identified by our stakeholders. At the end of the document, you will find a list of activity suggestions that were submitted during the community engagement sessions and which may be used to help achieve the identified goals.
In fall 2020, we submitted our final draft for review from the community and received numerous additional responses from people who attended virtual meetings or who reviewed the plan online and submitted feedback through our website.
This document represents all of the feedback we received, synthesized into an ambitious and achievable plan that will help to ensure we inspire and empower each individual to learn, grow and excel.
Timeline
Spring/Summer 2021: Take all necessary steps to prepare for full implementation of the strategic plan in fall 2021, including:
- Select key activities for reaching each goal
- Create a calendar for implementing new activities
- Identify performance measures and an evaluation plan for each activity and goal
2021-22, 2022-23, 2023-24, 2024-25 School Years:
- Implement key actions (ongoing)
- Provide any necessary staff training (ongoing)
- Evaluate progress and make adjustments (ongoing)
- Report outcomes to the community (twice per year)
2025-26 School Year:
- Fully evaluate the outcomes of the plan
- Report outcomes to the community
- Utilize what was learned to create a strategic plan for the next five years
Belief Statements
We believe:
- in inspiring our students to grow, adapt and discover their place in the world
- all children have a right to a quality education, high standards, rigorous curriculum and powerful instruction
- in providing instruction that supports the different ways people learn
- that valuing our diverse backgrounds, experiences and perspectives fosters unity and empowers all
- the collective efforts of students, home, school and community form the foundation for excellence
- that core values of caring, honesty, respect and responsibility must be modeled, taught and nurtured
- it is everyone’s responsibility to provide a safe, supportive and engaging environment
Strategic Plan Goals
Academics
Academic Vision
Students will receive a challenging, engaging and relevant academic experience in Richfield Public Schools which will prepare them for college, career and life.
Academic Belief Statement
All students are capable of achieving their dreams with the right educational foundation.
Academic Goals
- We will address the educational debt owed to marginalized communities to ensure equitable outcomes for all students.
- We will maintain small class sizes to ensure ideal student to staff ratios according to grade level and subject area.
- We will increase course offerings to expand opportunities for students.
- We will continue to support, promote and value biliteracy.
- We will ensure all students learn about post-secondary options to set them up for success in their futures.
Climate & Culture
Climate & Culture Vision
All students, families, staff and community members will share a sense of ownership, pride and belonging to Richfield Public Schools, where they will be part of a warm, welcoming and respectful environment that celebrates each and every individual.
Climate & Culture Belief Statement
By truly listening to, valuing and celebrating every member of our educational community, we can ensure our schools and programs provide a safe and supportive environment for learning, playing and working.
Climate & Culture Goals
- We will ensure students are seen, valued, heard and respected to maintain a healthy school and District climate.
- We will increase student support, especially social-emotional support to care for the needs of the RPS community.
- We will support and celebrate diversity to provide a welcoming environment.
- We will improve school pride to increase student enjoyment of and dedication to their education.
- We will provide new opportunities for parent involvement to strengthen connections between home and school.
- We will provide new opportunities for community involvement to strengthen connections between the Richfield community and school.
Activities
Activities Vision
Students will develop life skills, friendships and a sense of belonging through active participation in a variety of extracurricular activities at all grade levels. Activities will be inclusive, providing access, opportunity and a welcoming environment for all students.
Activities Belief Statement
Extracurricular activities are an asset to our entire school community, enhancing all aspects of school life and ensuring a well-rounded educational experience for students.
Activities Goals
- We will provide more variety of activity programs to cater to the needs and interests of all students.
- We will increase student participation in activity programs and better align the demographics of participating students with those of the overall student population.
- We will increase attendance at games and performances to foster a greater sense of community.
Business & Operations
Business & Operations Vision
Every person in every role and every department will work together seamlessly to further our mission and vision.
Business & Operations Belief Statement
Only by working in alignment across all departments can we, as a district, achieve our goals.
Business & Operations Goals
- We will maintain or improve staff hiring and support.
- We will continuously improve our facilities to provide a comfortable and functional physical environment.
- We will ensure environmentally friendly practices are used across the District.
- We will continue to improve student meals to provide for students’ nutritional needs.
- We will maintain financial accountability and transparency as part of our responsibility to the community of Richfield.
- We will continue to invest in technology resources for students, staff and families.
- We will continue to improve transportation services to provide a welcoming atmosphere and access to opportunities.
Communication & Marketing
Communication & Marketing Vision
Our families, staff and community will view Richfield Public Schools as a trusted first source of school-related information and feel well informed through consistent, high-quality digital and print communications.
Communication & Marketing Belief Statement
By producing consistent, engaging and detailed content, as well as responsible marketing materials, we can engage and educate our audience, resulting in a stronger community.
Communication & Marketing Goals
- We will improve family communication to strengthen the partnership between families and schools.
- We will support the positive reputation of Richfield Public Schools.
- We will improve marketing and public relations efforts to increase District enrollment.
Thank You to Our Community
As we refined the goals for our strategic plan, you provided invaluable recommendations for actions—what we should start and stop doing, do more or less of, do differently or keep the same. At the back of the strategic plan document, you will find a list of the final recommended actions, which will be used to guide our plans as we work to meet our strategic plan goals.
We couldn’t do this without you. We are #OneRichfield.
2021-22 End-of-Year Progress Report
Academics
- Overview
- 1. We will address the education debt owed to marginalized communities to ensure equitable outcomes for all students
- 2. We will maintain small class sizes to ensure ideal student to staff ratios according to grade level and subject area.
- 3. We will increase course offerings to expand opportunities for students
- 4. We will continue to support, promote and value biliteracy
- 5. We will ensure all students learn about post-secondary options to set them up for success in their futures
- Additional Information
Overview
Academic Vision
Students will receive a challenging, engaging and relevant academic experience in Richfield Public Schools which will prepare them for college, career and life.
Academic Belief Statement
All students are capable of achieving their dreams with the right educational foundation.
Academic Goals
- We will address the educational debt owed to marginalized communities to ensure equitable outcomes for all students.
- We will maintain small class sizes to ensure ideal student to staff ratios according to grade level and subject area.
- We will increase course offerings to expand opportunities for students.
- We will continue to support, promote and value biliteracy.
- We will ensure all students learn about post-secondary options to set them up for success in their futures.
1. We will address the education debt owed to marginalized communities to ensure equitable outcomes for all students
Measures
- Increase our districtwide four-year graduation rate.
- Ensure the demographics of students graduating in four years align with the overall demographics of RPS.
- Increase the districtwide seven-year graduation rate.
- Ensure the demographics of students graduating in seven years align with the overall demographics of RPS.
- Increase enrollment in college credit-bearing courses.
- Ensure the demographics of students enrolled in college-credit bearing courses align with the overall demographics of RPS.
- Increase the number of students scoring proficient on the third grade MCA reading test.
- Ensure the demographics of students scoring proficient on the third grade MCA reading test align with the overall demographics of RPS.
- Increase the number of students scoring proficient on the fifth grade Teacher's College Benchmark Reading Assessment.
- Ensure the demographics of students scoring proficient on the fifth grade Teacher's College Benchmark Reading Assessment align with the overall demographics of RPS.
- Increase the number of students scoring proficient on the eighth grade MCA math test.
- Ensure the demographics of students scoring proficient on the eighth grade MCA math test align with the overall demographics of RPS.
- Develop a standard practice for a summative assessment at eighth grade level.
- Ensure the demographics of students scoring proficient on the eighth grade summative assessment align with the overall demographics of RPS.
- Improve pre-referral intervention systems to prevent unnecessary special education referrals.
- Ensure the demographics of students referred to special education align with the overall demographics of RPS.
2021-22 Key Actions
- A new data warehouse system was rolled out for use by teachers and administrators.
- All teachers participate in ongoing PLCs and coaching cycles.
- Learning walks took place throughout the District to inform administration of additional classroom supports needed.
- Elementary report cards were re-envisioned to become quality examples of standards-based reporting.
- A standards-based grading working group was established at the secondary level to create common language and definitions.
- COVID-19 relief funds have been utilized to support individual academic needs.
- All members of STAT teams have been trained in the official process this year in order to minimize unnecessary referrals to special education.
- Native American Learning Trunks were created in partnership with our educational directors and American Indian Education Coordinator.
End-of-Year 2021-22 Progress Report: Progress Level 0
- Increase the district-wide seven year graduation rate: Between 2020 and 2021, the seven year graduation rate increased from 85.7% to 90.1%. We are slightly closer to our goal of ensuring the racial demographics of those enrolled students align with the overall demographics of RPS. The gap for BIPOC students decreased from 2% to 1%.
- Proficiency on Fifth Grade Teacher’s College Benchmark Reading Assessment: Between Trimester 3 of 20-21 and Trimester 3 of 21-22, the percentage of fifth graders scoring proficient on the Teacher’s College Benchmark Reading Assessment increased from 47% to 57%. However, the gap for BIPOC students also increased from 6% to 20%.
-
Improvement of Pre-referral Intervention Systems: We trained 53 staff members in the STAT process, an increase from the baseline of 0.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
2. We will maintain small class sizes to ensure ideal student to staff ratios according to grade level and subject area.
Measure
- Maintain class size averages at 25 students per elementary class, 28 students per middle school class, and 30 students per high school class.
2021-22 Key Actions
- District budget areas have been allocated toward maintaining small class sizes.
End-of-Year 2021-22 Progress Report: Progress Level 2
- Our class size averages are currently better than the goal level with averages of 22 students at elementary, 25 students at middle, and 27 students at high.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
3. We will increase course offerings to expand opportunities for students
Measure
- Increase course offerings at RHS.
2021-22 Key Actions
- The Curriculum Review Cycle was updated and implemented as aligned to the MDE’s standards-adoption process.
End-of-Year 2021-22 Progress Report: Progress Level 0
- The course offerings at RHS stayed nearly the same, decreasing by one course (from 202 courses in 2020-21 to 201 in 2021-22).
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
4. We will continue to support, promote and value biliteracy
Measure
- Increase the number of students receiving the seal of biliteracy.
2021-22 Key Actions
- None are reported at this time.
End-of-Year 2021-22 Progress Report: Progress Level -2
- 25 students from the Class of 2021 received a seal of biliteracy, down from 35 students in the Class of 2020.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
5. We will ensure all students learn about post-secondary options to set them up for success in their futures
Measures
- Increase the FAFSA and/or Dream Act application completion rate for eligible students.
- Ensure the demographics of students with a completed FAFSA and/or Dream Act application align with the overall demographics of RPS.
- Increase the percentage of graduates enrolled in post-secondary education.
- Ensure the demographics of graduates enrolled in post-secondary education align with the overall demographics of RPS.
2021-22 Key Actions
- School counselors are focusing on supporting FAFSA completion for students.
End-of-Year 2021-22 Progress Report: Progress Level -2
- The number of families enrolled in post-secondary education from the Class of 2020 is at 48%, down from 69% in the Class of 2019.
- The gap for BIPOC students increased from 2% to 6%.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
Additional Information
Vision Card: Academics
Vision cards are a visual way to report progress on our strategic plan strategies, goals, actions and activities. Things to note before downloading:
- The listed measures are not the only measures by which we evaluate our progress as a district. It is a sampling of measures to keep us focused on our priorities.
- Our strategic plan has created a vision for some areas that have never been measured in the past, therefore we are still collecting baseline data for certain specific measures.
- We are using baseline data from different school years for different measures. Sometimes it makes sense to use data from before the unique pandemic-related challenges for baseline measures.
The Rubric for Assessing Progress on Academic Goals
| Item | Measure | Level -2 | Level -1 | Baseline | Level 1 | Level 2 | February 2022 Progress Report |
|---|---|---|---|---|---|---|---|
| 1 | Increase our districtwide four-year graduation rate. | 5% decrease | 2.5% decrease | 2020 RPS 4-Year Graduation Rate: 86.3% | 2.5% increase | 5% increase | 2021 RPS 4-year Graduation Rate: 87.3% |
| 2 | Ensure the demographics of all students graduating in 4 years align with overall demographics of RPS (The gap is the difference between the percentage of RPS 12th graders who are BIPOC and the percentage of students who graduated within 4 years who are BIPOC) | 10% increase in gap | 5% increase in gap | 2020: NO GAP | Maintain no gap | Percentage of class of 2021 who are BIPOC: 67%; Percentage of class of 2021 that graduated in 2021 who are BIPOC: 64%; Gap of 3% | |
| 3 | Increase the districtwide 7-year graduation rate. | 5% decrease | 2.5% decrease | 2020 RPS 7-Year Graduation Rate: 85.7% | 2.5% increase | 5% increase | 2021 RPS 7-year Graduation Rate: 90.1% |
| 4 | Ensure the demographics of all students graduating in 7 years align with overall demographics of RPS (The gap is the difference between the percentage of students in the class of three years prior who are BIPOC and the percentage of students who graduated within 7 years who are BIPOC) | 5% increase in gap | 2.5% increase in gap | Percentage of class of 2017 who are BIPOC: 69%; Percentage of class of 2017 graduating in 2020 or earlier who are BIPOC: 67%; 2020: Gap of 2% | 1% decrease in gap | 2% decrease in gap | Percentage of class of 2018 who are BIPOC: 66%; Percentage of class of 2018 that graduated in 2021 or earlier who are BIPOC: 65%; 2021: Gap of 1% |
| 5 | Increase enrollment in college credit-bearing courses. | 5% decrease | 2.5% decrease | 2020-2021 Semester 2: 702 students | 2.5% increase | 5% increase | 2021-2022 Semester 2: 702 students |
| 6 | Ensure the demographics of students enrolled in college credit-bearing courses align with overall demographics of RPS (The gap is the difference between the percentage of RPS 9-12 graders who are BIPOC and the percentage of students enrolled in college credit classes who are BIPOC) | 5% increase in gap | 2.5% increase in gap | 2020-2021 Semester 2: Percentage of RPS 9-12 graders who are BIPOC: 73%; Percentage of students enrolled in college credit courses who are BIPOC: 68%; Gap of 5% | 2.5% decrease in gap | 5% decrease in gap | 2021-2022 Semester 2: Percentage of RPS 9-12 graders who are BIPOC: 74%; Percentage of students enrolled in college credit courses who are BIPOC: 68%; Gap of 6% |
| 7 | Increase the number of students scoring proficient on the 3rd-grade MCA reading test. | 5% decrease | 2.5% decrease | 2021: 33% of 3rd grade participants scored proficient. | 2.5% increase | 5% increase | 2022: 33% of 3rd grade participants scored proficient. |
| 8 | Ensure the demographics of students scoring proficient on the 3rd grade reading MCA align with overall demographics of RPS. (The gap is the difference between the percentage of 3rd grade MCA participants who are BIPOC and the percentage of 3rd graders scoring proficient who are BIPOC) | 10% increase in gap | 5% increase in gap | 2021: Percentage of 3rd grade participants who are BIPOC: 72%; Percentage of 3rd graders scoring proficient who are BIPOC: 52%; Gap of 20% | 5% decrease in gap | 10% decrease in gap | 2022: Percentage of 3rd grade participants who are BIPOC: 61%; Percentage of 3rd graders scoring proficient who are BIPOC; 35%; Gap of 26% |
| 9 | Increase the number of students scoring proficient on the 5th grade Teacher's College Benchmark Reading Assessment. | 5% decrease | 2.5% decrease | 2020-2021 Trimester 3: 47% of 5th grade participants scored proficient. | 2.5% increase | 5% increase | 2021-2022 Trimester 3: 57% of 5th grade participants scored proficient. |
| 10 | Ensure the demographics of students scoring proficient on the 5th grade Teacher's College Benchmark Reading Assessment align with the overall demographics of RPS. (The gap is the difference between the percentage of 5th grade participants who are BIPOC and the percentage of RPS 5th graders scoring proficient who are BIPOC) | 5% increase in gap | 2.5% increase in gap | 2020-2021 Trimester 3: Percentage of 5th grade participants who are BIPOC: 74%; Percentage of students scoring proficient who are BIPOC: 68%; Gap of 6% | 2.5% decrease in gap | 5% decrease in gap | 2021-2022 Trimester 3: Percentage of 5th grade participants who are BIPOC: 70%; Percentage of students scoring proficient who are BIPOC: 50%; Gap of 20% |
| 11 | Increase the number of students scoring proficient on the 8th grade MCA math test. | 5% decrease | 2.5% decrease | 2021: 26% of 8th grade participants scored proficient | 2.5% increase | 5% increase | 2022: 28% of 8th grade participants scored proficient. |
| 12 | Ensure the demographics of students scoring proficient on the 8th grade MCA math test align with overall demographics of RPS. (The gap is the difference between the percentage of 8th grade participants who are BIPOC and the percentage of students scoring proficient who are BIPOC) | 10% increase in gap | 5% increase in gap | 2021: Percentage of 8th grade participants who are BIPOC: 67%; Percentage of students scoring proficient who are BIPOC: 40%; Gap of 27% | 5% decrease in gap | 10% decrease in gap | 2022: Percentage of 8th grade participants who are BIPOC: 72%; Percentage of 8th graders scoring proficient who are BIPOC: 42%; Gap of 30% |
| 13 | Develop a standard practice for a summative assessment at 8th grade level. | 2021: Assessment has not yet been developed. | 2022: Assessment has not yet been developed. | ||||
| 14 | Ensure the demographics of students scoring proficient on the 8th grade summative assessment align with the overal demographics of RPS. | 2021: Assessment has not yet been developed. | 2022: Assessment has not yet been developed. | ||||
| 15 | Improve pre-referral intervention systems to prevent unnecessary special education referrals. | 5% increase | 2.5% increase | 2021: 0 staff members trained in STAT process. | 2.5% decrease | 5% decrease | 2021-22: 53 staff members trained in STAT process. |
| 16 | Ensure the demographics of students referred to special education align with overall demographics of RPS. (The gap is the difference between the percentage of RPS students who are BIPOC and the percentage of students referred to special education who are BIPOC) | 5% increase in gap | 2.5% increase in gap | 2018-2019: Percentage of RPS students who are BIPOC: 73%; Percentage of students referred to special education who are BIPOC: 75%; Gap of 2% | 1% decrease in gap | 2% decrease in gap | 2021-22: Percentage of RPS students who are BIPOC; 71.2%; Percentage of students referred to special education who are BIPOC: 70%; Gap of 1.2% |
| 17 | Maintain class size averages at 25 students per elementary class, 28 students per middle school class, and 30 students per high school class or better. | Class size average is 27 at elementary, 30 at middle, 32 at high | Class size average is 26 elementary, 29 at middle, 31 at high | Baseline class size averages set at 25 at elementary, 28 at middle, 30 at high | Class size average is 24 at elementary, 27 at middle, 29 at high | Class size average is 23 at elementary, 26 at middle, 28 at high | 2021 class size averages: 22 at elementary, 25 at middle, 27 at high |
| 18 | Increase course offerings at RHS. | 5% decrease | 2.5% decrease | 2020-2021 Semester 2: 202 course offerings | 2.5% increase | 5% increase | 2021-22 Semester 2: 201 course offerings |
| 19 | Increase the number of students receiving the seal of biliteracy | 5% decrease | 2.5 % decrease | Class of 2020: 35 students received a seal of biliteracy | 2.5% increase | 5% increase | Class of 2021: 25 students received a seal of biliteracy |
| 20 | Increase the FAFSA and/or Dream Act application completion rate for eligible students. | Class of 2021: 53.9% of eligible seniors completed the FAFSA and/or Dream Act | |||||
| 21 | Ensure the demographics of students with a completed FAFSA and/or Dream Act application align with overall demographics of RPS. (The gap is the difference between the percentage of RPS graduates who are BIPOC and the percentage of RPS 12th graders with a completed application who are BIPOC) | Class of 2021: 62% of graduates are BIPOC; 55% of seniors who completed the FAFSA/Dream Act are BIPOC. Gap of 7% | |||||
| 22 | Increase the percentage of graduates enrolled in post-secondary education. | 10% decrease | 5% decrease | Class of 2019: 69% of graduates are enrolled in post-secondary education. | 2.5% increase | 5% increase | Class of 2020: 48% of graduates are enrolled in post-secondary education. |
| 23 | Ensure the demographics of graduates enrolled in post-secondary education align with the overall demographics of RPS. (The gap is the difference between the percentage of graduates who are BIPOC and the percentage of post-secondary enrolled students who are BIPOC) | 5% increase in gap | 2.5% increase in gap | Class of 2019: 75% of graduates are BIPOC; 73% of post-secondary enrolled students are BIPOC. Gap of 2% | 1% decrease in gap | 2% decrease in gap | Class of 2020: 75% of graduates are BIPOC; 69% of post-secondary enrolled students are BIPOC. Gap of 6% |
Climate & Culture
- Overview
- 1. We will ensure students are seen, valued, heard and respected to maintain a healthy school and District climate
- 2. We will increase student support, especially social-emotional support to care for the needs of the RPS community
- 3. We will support and celebrate diversity to provide a welcoming environment
- 4. We will improve school pride to increase student enjoyment of and dedication to their education
- 5. We will provide new opportunities for parent involvement to strengthen connections between home and school
- 6. We will provide new opportunities for community involvement to strengthen connections between the Richfield community and school
- Additional Information
Overview
Climate & Culture Vision
All students, families, staff and community members will share a sense of ownership, pride and belonging to Richfield Public Schools, where they will be part of a warm, welcoming and respectful environment that celebrates each and every individual.
Climate & Culture Belief Statement
By truly listening to, valuing and celebrating every member of our educational community, we can ensure our schools and programs provide a safe and supportive environment for learning, playing and working.
Climate & Culture Goals
- We will ensure students are seen, valued, heard and respected to maintain a healthy school and District climate.
- We will increase student support, especially social-emotional support to care for the needs of the RPS community.
- We will support and celebrate diversity to provide a welcoming environment.
- We will improve school pride to increase student enjoyment of and dedication to their education.
- We will provide new opportunities for parent involvement to strengthen connections between home and school.
- We will provide new opportunities for community involvement to strengthen connections between the Richfield community and school.
1. We will ensure students are seen, valued, heard and respected to maintain a healthy school and District climate
Measures
- Decrease the total number of office referrals per semester.
- Ensure the demographics of students receiving office referrals align with the overall demographics of RPS.
- Increase the percentage of students reporting a positive school climate.
- Ensure the demographics of students reporting a positive climate align with the overall demographics of RPS.
2021-22 Key Actions
- Leadership members participated in equity-focused professional development, and staff members participated in ongoing development through through Innocent Classroom and Conscious Discipline.
- Sheridan Hills, Centennial and Richfield High School piloted a new minor behavior online form. This will be rolled out for all schools in the fall.
End-of-Year 2021-22 Progress Report: Progress Level 1
- Between Semester 1 of 19-20 and Semester 2 of 21-22, we decreased the number of documented office referrals from 729 to 527. However, we are only slightly towards goal of ensuring the racial demographics of the students being referred align with the overall demographics of RPS. The gap for BIPOC students decreased from 11% to 10%.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
2. We will increase student support, especially social-emotional support to care for the needs of the RPS community
Measure
- Increase the number of staff members whose main role is to support social-emotional learning.
2021-22 Key Actions
- A districtwide social-emotional learning curriculum was implemented.
- New staff members have been hired to focus on social-emotional learning and student behavior.
- Mental health therapy offerings in the schools have been expanded.
End-of-Year 2021-22 Progress Report: Progress Level 2
- Between 2020-21 and 2021-22 we increased the number of staff members whose main role is to support social-emotional learning from 38 to 40.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
3. We will support and celebrate diversity to provide a welcoming environment
Measure
- Increase the number of student and family groups whose main purpose is to support traditionally marginalized students and families.
2021-22 Key Actions
- None are reported at this time.
End-of-Year 2021-22 Progress Report: Progress Level 2
- Between 2020-21 and 2021-22, we added three student groups. (2020-21 had four family groups and one student group; 2021-22 had four family groups and four student groups.)
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
4. We will improve school pride to increase student enjoyment of and dedication to their education
Measures
- Increase the percentage of students reporting a strong sense of school pride.
- Ensure the demographics of students reporting a strong sense of school pride align with the overall demographics of RPS.
2021-22 Key Actions
- None are reported at this time.
End-of-Year 2021-22 Progress Report: Progress Level 0
- The data for this measure is not yet available.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
5. We will provide new opportunities for parent involvement to strengthen connections between home and school
Measures
- Increase the number of volunteers who support RPS schools.
- Increase the percentage of student conferences completed each semester.
2021-22 Key Actions
- A part-time volunteer coordinator has been hired.
- Parents/guardians have the choice of attending conferences virtually or in person, to allow for flexibility based on need.
- A special education resource fair for parents and guardians was hosted at RPS.
End-of-Year 2021-22 Progress Report: Progress Level 0
- Data is not yet available for the amount of volunteers who supported our schools. Data regarding student conferences stayed mostly the same at the elementary level, with conference attendance averaging 93% in 2021-22 compared to 94% in 2020-21. Secondary schools did not collect this data in 2021-22.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
6. We will provide new opportunities for community involvement to strengthen connections between the Richfield community and school
Measure
- Increase the number of hours RPS students report volunteering in the community per year.
2021-22 Key Actions
- None are reported at this time.
End-of-Year 2021-22 Progress Report: Progress Level -1
- Volunteer hours that RPS students reported in 2021-22 decreased to 8,972 hours (down from 9,638 hours in 2020-21).
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
Additional Information
Vision Card: Climate & Culture
Vision cards are a visual way to report progress on our strategic plan strategies, goals, actions and activities. Things to note before downloading:
- The listed measures are not the only measures by which we evaluate our progress as a district. It is a sampling of measures to keep us focused on our priorities.
- Our strategic plan has created a vision for some areas that have never been measured in the past, therefore we are still collecting baseline data for certain specific measures.
- We are using baseline data from different school years for different measures. Sometimes it makes sense to use data from before the unique pandemic-related challenges for baseline measures.
The Rubric for Assessing Progress on Climate & Culture Goals
| Item | Measure | Level -2 | Level -1 | Baseline | Level 1 | Level 2 | February 2022 Progress Report |
|---|---|---|---|---|---|---|---|
| 1 | Decrease the total number of office referrals per semester. | 10% increase | 5% increase | 2019-2020 Semester 1: 729 referrals | 5% decrease | 10% decrease | 21-22 Semester 1: 423 referrals |
| 2 | Ensure the demographics of students receiving office referrals align with the overall demographics of RPS. (The gap is the difference between the percentage of RPS students who are BIPOC and the percentage of office referrals that are documented for BIPOC students) | 10% increase in gap | 5% increase in gap | 2019-2020 Semester 1: Percentage of RPS students who are BIPOC: 72%; Percentage of office referrals documented for BIPOC students: 83%; Gap of 11% | 5% decrease in gap | 10% decrease in gap | 21-22 Semester 1: Percentage of RPS students who are BIPOC: 72%; Percentage of office referrals documented for BIPOC students: 86%; Gap of 14% |
| 3 | Increase the percentage of students reporting a positive school climate. | 10% decrease | 5% decrease | 2019-2020: 68% of students report a positive school climate | 5% increase | 10% increase | |
| 4 | Ensure the demographics of students reporting a positive school climate align with the overall demographics of RPS. (The gap is the difference between the percentage of survey participants who are BIPOC and the percentage of students reporting a positive climate who are BIPOC) | 10% increase in gap | 5% increase in gap | 2019-2020: NO GAP | Maintain no gap | ||
| 5 | Increase the number of staff members whose main role is to support social-emotional learning. | 5% decrease | 2.5% decrease | 2020-2021: 38 staff members, including outreach workers | 2.5% increase | 5% increase | 21-22: 40 staff members, including outreach workers |
| 6 | Increase the number of student and family groups whose main purpose is to support traditionally marginalized students and families. | 10% decrease | 5% decrease | 2020-2021: 4 family groups | 5% increase | 10% increase | |
| 7 | Increase the percentage of students reporting a strong sense of school pride. | Data not yet available. | |||||
| 8 | Ensure the demographics of students reporting a strong sense of school pride align with the overall demographics of RPS. (The gap is the difference between the percentage of survey participants who are BIPOC and the percentage of students reporting a strong sense of school pride who are BIPOC) | Data not yet available. | |||||
| 9 | Increase the number of volunteers who support RPS schools. | Data not yet available. | |||||
| 10 | Increase the percentage of student conferences completed per semester. | 5% decrease | 2.5% decrease | 2020-2021: Elementary conference attendance averaged 94%; Secondary conference attendance averaged 63% | 2.5% increase | 5% increase | |
| 11 | Increase the number of hours RPS students report volunteering in the community per year. | Class of 2021: 9,638 total hours |
Activities
- Overview
- 1. We will provide more variety of activity programs to cater to the needs and interests of all students
- 2. We will increase student participation in activity programs and better align the demographics of participating students with those of the overall student population
- 3. We will increase attendance at games and performances to foster a greater sense of community
- Additional Information
Overview
Activities Vision
Students will develop life skills, friendships and a sense of belonging through active participation in a variety of extracurricular activities at all grade levels. Activities will be inclusive, providing access, opportunity and a welcoming environment for all students.
Activities Belief Statement
Extracurricular activities are an asset to our entire school community, enhancing all aspects of school life and ensuring a well-rounded educational experience for students.
Activities Goals
- We will provide more variety of activity programs to cater to the needs and interests of all students.
- We will increase student participation in activity programs and better align the demographics of participating students with those of the overall student population.
- We will increase attendance at games and performances to foster a greater sense of community.
1. We will provide more variety of activity programs to cater to the needs and interests of all students
Measure
- Increase the number of new activities that are started by students.
2021-22 Key Actions
- None are reported at this time.
End-of-Year 2022 Progress Report: Progress Level 0
- In 2021-22, two new activities were created by students. This is our first year collecting this data, so we are at a baseline 0 rating.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
2. We will increase student participation in activity programs and better align the demographics of participating students with those of the overall student population
Measures
- Increase the number of students participating in activities at the elementary level.
- Increase the number of students participating in activities at the middle school level.
- Increase the number of students participating in activities at the high school level.
- Ensure the demographics of students participating in activities align with the overall demographics of RPS.
- Increase the number of students with accommodations or modifications participating in activities.
2021-22 Key Actions
- Summer school programming was expanded to include enrichment activities.
- After school activity offerings have been expanded through our partnership with Beacons.
- COVID-19 relief funding will be allocated toward new after school and summer programs to provide additional academic support.
- A Director of Extended Learning was hired to re-envision after school and summer programming, strengthen community partnerships, and increase our ability to provide additional learning and enrichment opportunities to RPS students outside of school.
End-of-Year 2022 Progress Report: Progress Level 1
- In the 21-22 year, elementary school participation increased by more than 5% compared to 19-20.
- In the 21-22 year, middle school participation decreased by more than 5% compared to 19-20.
- In the 21-22 year, high school participation increased by 2.5% compared to 19-20.
- The gap (the difference between the percentage of RPS students who are BIPOC and the percentage of activities participants who are BIPOC) grew by 2% in 21-22 in comparison to 19-20.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
3. We will increase attendance at games and performances to foster a greater sense of community
Measure
- Increase the average number of people in attendance at games and performances.
2021-22 Key Actions
- COVID-19 safety protocols have been implemented to ensure spectators are able to safely attend games and performances.
End-of-Year 2022 Progress Report: Progress Level 0
- The data is not yet available for the 21-22 year.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
Additional Information
Vision Card: Activities
Vision cards are a visual way to report progress on our strategic plan strategies, goals, actions and activities. Things to note before downloading:
- The listed measures are not the only measures by which we evaluate our progress as a district. It is a sampling of measures to keep us focused on our priorities.
- Our strategic plan has created a vision for some areas that have never been measured in the past, therefore we are still collecting baseline data for certain specific measures.
- We are using baseline data from different school years for different measures. Sometimes it makes sense to use data from before the unique pandemic-related challenges for baseline measures.
The Rubric for Assessing Progress on Activity Goals
| Item | Measure | Level -2 | Level -1 | Baseline | Level 1 | Level 2 | end-of-year 2022 Progress Report |
|---|---|---|---|---|---|---|---|
| 1 | Increase the number of new activities that are started by students. | 5% decrease | 2.5% decrease | 2021-2022: Two new activities were created by students. |
2.5% increase | 5% increase | |
| 2 | Increase the number of students participating in activities at the elementary level. | 5% decrease | 2.5% decrease | 2019-2020: 796 elementary school activities participants | 2.5% increase | 5% increase | 2021-22: 1076 elementary school activities participants |
| 3 | Increase the number of students participating in activities at the middle school level. | 5% decrease | 2.5% decrease | 2019-2020: 473 middle school activities participants | 2.5% increase | 5% increase | 2021-22: 375 middle school activities participants |
| 4 | Increase the number of students participating in activities at the high school level. | 5% decrease | 2.5% decrease | 2019-2020: 762 high school activities participants | 2.5% increase | 5% increase | 2021-22: 776 high school activities participants |
| 5 | Ensure the demographics of students participating in activities align with the overall demographics of RPS. (The gap is the difference between the percentage of RPS students who are BIPOC and the percentage of activities participants who are BIPOC) | 10% decrease in gap | 5% increase in gap | 2019-2020: Percentage of RPS students who are BIPOC: 72%; Percentage of activities participants who are BIPOC: 52%; Gap of 20% | 5% decrease in gap | 10% decrease in gap | 2021-22: Percentage of RPS students who are BIPOC: 71%; Percentage of activities participants who are BIPOC: 49%; Gap of 22% |
| 6 | Increase the number of students with accommodations or modifications participating in activities. | 5% decrease | 2.5% decrease | 2021-2022: 175 students with disabilities participated in activities. | 2.5% increase | 5% increase | |
| 7 | Increase the average number of people in attendance at games and performances. | Data not yet available. |
Business & Operations
- Overview
- 1. We will maintain or improve staff hiring and support
- 2. We will continuously improve our facilities to provide a comfortable and functional physical environment
- 3. We will ensure environmentally friendly practices are used across the District
- 4. We will continue to improve school meals to provide for students' nutritional needs
- 5. We will maintain financial accountability and transparency as part of our responsibility to the community of Richfield
- 6. We will continue to invest in technology resources for students, staff, and families
- 7. We will continue to improve transportation services to provide a welcoming atmosphere and access to opportunities
- Additional Information
Overview
Business & Operations Vision
Every person in every role and every department will work together seamlessly to further our mission and vision.
Business & Operations Belief Statement
Only by working in alignment across all departments can we, as a district, achieve our goals.
Business & Operations Goals
- We will maintain or improve staff hiring and support.
- We will continuously improve our facilities to provide a comfortable and functional physical environment.
- We will ensure environmentally friendly practices are used across the District.
- We will continue to improve student meals to provide for students’ nutritional needs.
- We will maintain financial accountability and transparency as part of our responsibility to the community of Richfield.
- We will continue to invest in technology resources for students, staff and families.
- We will continue to improve transportation services to provide a welcoming atmosphere and access to opportunities.
1. We will maintain or improve staff hiring and support
Measures
- Decrease the number of staff members who voluntarily leave RPS per year.
- Increase the percentage of RPS staff hires who are black, indigenous, and/or people of color.
2021-22 Key Actions
- RPS administrators participate in diverse hiring fairs and events and deliberately recruit diverse staff members through our partnerships with higher education institutions.
End-of-Year 2022 Progress Report: Progress Level 2
- For the 2021-22 year, 81 staff voluntarily left RPS, down from 141 in 2020-21.
- For the 2021-22 year, the percentage of new hires who are BIPOC is 7% greater than the overall percentage of BIPOC staff members employed at RPS. This is even higher than our goal of 5% each year.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
2. We will continuously improve our facilities to provide a comfortable and functional physical environment
Measure
- Decrease the magnitude of unmet facilities needs.
2021-22 Key Actions
- All facility construction projects completed and long-term facility maintenance cycles remain active.
End-of-Year 2022 Progress Report: Progress Level 2
- The FY22 LTFM Budget was decreased significantly for indoor air quality construction.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
3. We will ensure environmentally friendly practices are used across the District
Measure
- Maintain or improve District energy performance.
2021-22 Key Actions
- Across the District, solar panels on buildings have been added or replaced as needed.
End-of-Year 2021-22 Progress Report: Progress Level 0
- In January 2022, B3 Benchmarking rated RPS with a 98 out of 100 ENERGY STAR score.
- This is our first year collecting this data, so we are at a baseline 0 rating.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
4. We will continue to improve school meals to provide for students' nutritional needs
Measure
- Increase the percentage of students participating in school meals per month.
2021-22 Key Actions
- The nutrition services department signed the Food Forward Pledge to provide more plant-based meal options and has expanded other menu options based on student input.
- Significant increase in the number of meals served for breakfast and for lunch compared to last school year.
End-of-Year 2022 Progress Report: Progress Level 0
- In comparing November 2021 to the baseline of November 2019, the percentage of students participating in school breakfast increased slightly from 49% to 51%, and the percentage of students participating in school lunch decreased slightly from 70% to 67%.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
5. We will maintain financial accountability and transparency as part of our responsibility to the community of Richfield
Measure
- Improve audit practices to eliminate negative findings.
2021-22 Key Actions
- COVID-19 relief funding is being responsibly and effectively allocated with student equity in mind.
End-of-Year 2022 Progress Report: Progress Level 0
- Our 2021 audit remained at the baseline level of 2 minor findings.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
6. We will continue to invest in technology resources for students, staff, and families
Measure
- Increase the financial investment allocated to technology in the hands of students and teachers.
2021-22 Key Actions
- None are reported at this time.
End-of-Year 2022 Progress Report: Progress Level 1
- The 2021-22 financial investment allocated to technology in the hand of students and teachers increased from $3.5 million to $3.6 million.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
7. We will continue to improve transportation services to provide a welcoming atmosphere and access to opportunities
Measure
- Increase the percentage of RPS students receiving District transportation and/or safe routes to school support.
2021-22 Key Actions
- Transportation boundaries were returned to their pre-pandemic state to increase students served.
- The Safe Routes to School program continues with additional grant funding.
End-of-Year 2022 Progress Report: Progress Level 2
- The percentage of RPS students that received transportation and/or Safe Routes to School support increased from 39% in 2020-21 to 58% in 2021-22.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
Additional Information
Vision Card: Business & Operations
Vision cards are a visual way to report progress on our strategic plan strategies, goals, actions and activities. Things to note before downloading:
- The listed measures are not the only measures by which we evaluate our progress as a district. It is a sampling of measures to keep us focused on our priorities.
- Our strategic plan has created a vision for some areas that have never been measured in the past, therefore we are still collecting baseline data for certain specific measures.
- We are using baseline data from different school years for different measures. Sometimes it makes sense to use data from before the unique pandemic-related challenges for baseline measures.
The Rubric for Assessing Progress on Business & Operations Goals
| Item | Measure | Level -2 | Level -1 | Baseline | Level 1 | Level 2 | end-of-year 2022 Progress Report |
|---|---|---|---|---|---|---|---|
| 1 | Decrease the number of staff members who voluntarily leave RPS per year. | 5% increase | 2.5% increase | 2020-2021: 141 staff members voluntarily left RPS | 2.5% decrease | 5% decrease | 21-22: 81 staff members voluntarily left RPS |
| 2 | Increase the percentage of RPS staff hires who are black, indigenous and/or people of color. | Percentage of BIPOC new hires is 5% lower than RPS staff percentage | Percentage of BIPOC new hires is 2.5% lower than RPS staff percentage | 2020-2021: 22% of RPS staff members are BIPOC | Percentage of BIPOC new hires is 2.5% higher than RPS staff percentage | Percentage of BIPOC new hires is 5% higher than RPS staff percentage | 21-22: 24% of RPS staff members are BIPOC; 31% of new hires are BIPOC; Percentage of BIPOC new hires is 7% higher than RPS staff percentage |
| 3 | Decrease the magnitude of unmet facilities needs. | 5% increase | 2.5% increase | FY21 LTFM Budget: $2,445,861.00 plus $11,079,154 for indoor air quality construction | 2.5% decrease | 5% decrease | FY22 LTFM Budget: $2,564,849 plus $4,186,049 for indoor air quality construction |
| 4 | Maintain or improve District energy performance. | ENERGY STAR score of 87 or below | ENERGY STAR score of 88-92 | January 2022: B3 Benchmarking rates RPS with a 98 out of 100 ENERGY STAR score. | ENERGY STAR score of 93-97 | ENERGY STAR score of 98-100 | |
| 5 | Increase the percentage of students participating in school meals per month. | 5% decrease | 2.5% decrease | Average over the month of November 2019: 49% of students participated in school breakfast, 70% of students participated in school lunch | 2.5% increase | 5% increase | Average over the month of November in 2021: 51% of students participated in school breakfast, 67% of students participated in school lunch |
| 6 | Improve audit practices to eliminate negative findings. | 2 or more major findings | 1 major finding or 3 minor | Baseline set at: 2 minor findings | 1 minor finding | Fully clean | 2021: 2 minor findings |
| 7 | Increase the financial investment allocated to technology in the hands of students and teachers. | 5% decrease | 2.5% decrease | 2020-2021: $3.5 million | 2.5% increase | 5% increase | 21-22: $3.6 million |
| 8 | Increase the percentage of RPS students receiving District transportation and/or safe routes to schools support. | 5% decrease | 2.5% decrease | 2020-2021: 1,318 students received transportation + 273 SRTS = 39% of RPS students) | 2.5% increase | 5% increase | 21-22: 2,416 students received transportation + 8 SRTS = 58% of RPS students |
Communications & Marketing
- Overview
- 1. We will improve family communication to strengthen the partnership between families and schools
- 2. We will support the positive reputation of Richfield Public Schools
- 3. We will improve marketing and public relations efforts to increase District enrollment
- Additional Information
Overview
Communication & Marketing Vision
Our families, staff and community will view Richfield Public Schools as a trusted first source of school-related information and feel well informed through consistent, high-quality digital and print communications.
Communication & Marketing Belief Statement
By producing consistent, engaging and detailed content, as well as responsible marketing materials, we can engage and educate our audience, resulting in a stronger community.
Communication & Marketing Goals
- We will improve family communication to strengthen the partnership between families and schools.
- We will support the positive reputation of Richfield Public Schools.
- We will improve marketing and public relations efforts to increase District enrollment.
1. We will improve family communication to strengthen the partnership between families and schools
Measures
- Increase the percentage of families reporting a high level of connection to their student's teachers.
- Increase the percentage of staff members reporting that District communication is effective.
- Increase the percentage of families reporting that District communication is effective.
2021-22 Key Actions
- Communications & Marketing staff work directly with schools to streamline and improve the quality of family communication.
- The frequency of the staff newsletter has been increased to twice per month.
- The updated Your Schools newsletter for the community was launched.
End-of-Year 2021-22 Progress Report: Progress Level 2
- In the 2021-22 year, 95% of families reported a high level of connection; compared to 83% in 2020-21.
- In the 2021-22 year, 84% of staff reported communication was effective; compared to 78% in 2020-21.
- In the 2021-22 year, 78% of families reported communication was effective; compared to 69% in 2020-21.
- All three of our measures increased by more than 5% in the 2021-22 school year in comparison to 2020-21.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
2. We will support the positive reputation of Richfield Public Schools
Measures
- Increase the number of positive news stories about RPS published per year.
- Increase average community engagement with RPS social media posts.
2021-22 Key Actions
- Social media stories are tailored to highlight the diversity of the RPS community.
- The Communications & Marketing team promotes all student events that are open to the community.
End-of-Year 2021-22 Progress Report: Progress Level 2
- Positive stories published in 2021-22 increased significantly, with 42 positive stories published (excluding athletics and COVID-related stories), up from 17 in the 2020-21 year.
- Engagements per Facebook post in 2021-22 rose to 189 per post, up from 54 in 2020-21.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
3. We will improve marketing and public relations efforts to increase District enrollment
Measures
- Increase RPS website traffic from social media referrals.
- Increase RPS enrollment market share percentage.
2021-22 Key Actions
- The annual surveys for staff and parents/guardians were updated to align to the new strategic plan and implemented using Qualtrics.
- An outside consultant was hired to provide an audit of our crisis management procedures and related communication processes.
End-of-Year 2021-22 Progress Report: Progress Level 1
- Website hits from social media referrals doubled, with 12,366 hits in 2021-22 compared to 6,155 in 2020-21.
- The RPS enrollment market share has held nearly steady from 65% in 2020-21 to 64% in 2021-22.
Rating Scale
- Level -2: Intervention
- Level -1: High Concern
- Level 0: Baseline
- Level 1: Progressing
- Level 2: Vision
Additional Information
Vision Card: Communication & Marketing
Vision cards are a visual way to report progress on our strategic plan strategies, goals, actions and activities. Things to note before downloading:
- The listed measures are not the only measures by which we evaluate our progress as a district. It is a sampling of measures to keep us focused on our priorities.
- Our strategic plan has created a vision for some areas that have never been measured in the past, therefore we are still collecting baseline data for certain specific measures.
- We are using baseline data from different school years for different measures. Sometimes it makes sense to use data from before the unique pandemic-related challenges for baseline measures.
The Rubric for Assessing Progress on Communication & Marketing Goals
| Item | Measure | Level -2 | Level -1 | Baseline | Level 1 | Level 2 | End-of-Year 2022 Progress Report |
|---|---|---|---|---|---|---|---|
| 1 | Increase the percentage of families reporting a high level of connection to their student's teachers. | 5% decrease | 2.5% decrease | 2020-21: 83% of families report high level of connection | 2.5% increase | 5% increase | 2021-22: 95% of families report high level of connection |
| 2 | Increase the percentage of staff members reporting that district communication is effective. | 5% decrease | 2.5% decrease | 2020-21: 78% of staff members report communication is effective | 2.5% increase | 5% increase | 2021-22: 84% of staff members report communication is effective |
| 3 | Increase the percentage of families reporting that district communication is effective. | 5% decrease | 2.5% decrease | 2020-21: 69% of families report communication is effective | 2.5% increase | 5% increase | 2021-22: 78% of families report communication is effective |
| 4 | Increase the number of positive news stories about RPS published per year. | 5% decrease | 2.5% decrease | 2020-21: 17 positive stories published, excluding athletics & COVID-related | 2.5% increase | 5% increase | 2021-22: 42 positive stories published, excluding athletics & COVID-related |
| 5 | Increase the average community engagement with RPS social media posts. | 5% decrease | 2.5% decrease | 2020-21: Average of 54 engagements per Facebook post | 2.5% increase | 5% increase | 2021-22: Average of 189 engagements per Facebook post |
| 6 | Increase RPS website traffic from social media referrals. | 5% decrease | 2.5% decrease | 2020-21: 6,155 website hits from social media referrals | 2.5% increase | 5% increase | 2021-22:12,366 website hits from social media referrals |
| 7 | Increase RPS enrollment market share percentage. | 5% decrease | 2.5% decrease | 2020-21: 65% | 2.5% increase | 5% increase | 2021-22: 64% |