Strategic Plan 2013-2018 - Oak Park and River Forest High School

Actions Details Benchmarks
SLE 3. Establish rituals and structures that address
safety concerns while recognizing the humanity of
all students and adults. Years 1-5
SLE 4. Set clear, meaningful expectations that are
consistently and fairly enforced and promote a
safe, trustful, and nurturing environment.
Years 1-3
SLE 5. Build capacity of every adult and student in
the school community to develop self-awareness,
make responsible decisions, develop resiliency,
and manage emotions in a positive, productive
manner. Years 1-5 (See also EQ 3-2)
SLE 6. Create and articulate a system of support
that identifies school community needs, especially
for those who are in distress, creates shared
ownership, and measures impact and efficacy.
Years 1-5
SLE 3-1. Evaluate effectiveness of current systems
and identify gaps.
SLE 3-2. Address areas of greatest concern
according to students and school community.
SLE 4-1. Gather student input on successes and
opportunities.
SLE 4-2. Establish expectations.
SLE 4-3. Implement systemic SEL/problemsolving
model.
SLE 4-4. Eliminate racial predictability of
discipline statistics. (See also EQ 2-1)
SLE 5-1. Train all District and building leadership,
faculty, and staff in social-emotional learning
(SEL).
SLE 5-2. Create SEL pilot program for freshmen.
(See also HCE 1)
SLE 5-3. Expand pilot program to other grade
levels.
SLE 5-4. Incorporate SEL in clubs, athletic teams,
classrooms, curriculum, learning strands,
professional development, assessment, and family
support.
SLE 6-1. Examine impact, efficacy, and
redundancy of existing systems and identify
needs.
SLE 6-2. Begin implementing process to provide
supports to students, staff, and families.
SLE 6-3. Implement data system to track
progress.
SLE 6-4. Complete process implementation and
continue evaluating with reliable data.
Year 1: Evaluate current rituals and structures and
perceptions of them using an evidence-based
evaluation tool such as the School Evaluation Tool
(SET). Student input gathered.
Year 3: Areas of greatest concern identified.
Teams in place to assess and respond in a
systematic, effective manner.
Year 1: Student voices examined. Clear and
concise expectations set.
Year 3: Systemic SEL/problem-solving model
implemented. School-wide expectations
understood and enforced by all.
Year 5: Discipline statistics do not show
predictability when disaggregated by race.
Year 1: All faculty and staff trained in SEL. SEL
emphasized in all meetings with teachers, faculty,
and staff.
Year 3: Yearlong pilot program implemented for
freshmen.
Year 5: SEL is incorporated in clubs, sports,
classroom, curriculum, learning strands,
professional development, assessment, and family
support.
Year 1: Needs identified. Research on impact,
efficacy, and redundancy of systems begun.
Year 3: Systems articulated. Process established
to provide supports. Data system being used to
track progress.
Year 5: System of supports implemented. Impact
and efficacy evaluated using reliable data.
22 • Oak Park and River Forest High School District 200 Strategic Plan