The School District of Rhinelander Strategic Plan identifies and monitors the four core areas listed below to ensure the district reaches its mission and serves all stakeholders.
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Student learning and success in the School District of Rhinelander is a priority of our Professional Learning Communities. These communities focus on the observable impact of students, educators, and the activities and assessments that take place in each classroom and extracurricular activities. This culture of continuous improvement and comprehensive education insures that all students will grow, achieve to their highest level possible, and be college and career ready.
The School District of Rhinelander prioritizes financial resources in a cost-efficient manner to best educate students, support staff, ensure safety, and to maintain and improve district buildings, resources, and facilities.
The School District of Rhinelander recognizes staff as one of its most valuable assets. Staff make a difference in the lives of our students, impacting their success and the success of their team, school, and district. Staff feedback, ideas, and expertise is essential to district growth and improvement.
The School District of Rhinelander values our relationships and connectedness to the students, families and community. Relationships foster a sense of belonging within the school community for students and families.
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Listed under each core area below are the key performance indicators and the percentage at which they contribute to the overall rating for the core area to which they belong. The % indicated toward each key performance indicator is used to determine the overall score for each core area.
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- DPI Report Card 20%
- Hodag Readiness 20%
- 11th Grade ACT Composite 10%
- ACT Composite Growth - 9th-11th Grade 10%
- 3rd-8th Grade Forward Testing Achievement - Math 10%
- 3rd-8th Grade Forward Testing Achievement - ELA 10%
- Fastbridge Testing - Growth in ELA 10%
- Fastbridge Testing - Growth in Math 10%
- School District Budget Aligned to Core Areas of the SDR Strategic Plan & Golden Circle 15%
- Audit 15%
- Facility Plan - 10 Year 15%
- Fund Balance 15%
- School Safety 15%
- Technology Plan - 5 Year 15%
- Staff Engagement 20%
- Staff Satisfaction 20%
- Staff Learning Connected to the SDR Strategic Plan & Hodag Circles of Success 15%
- Staff Recruitment 15%
- Staff Retention - All Staff-Turnover Data 15%
- Staff Retention - 1st year Data-all Staff 15%
- Student Engagement 15%
- Student Hope 15%
- Student Belonging 15%
- Student Social & Emotional Learning 15%
- Student Engagement in Activities 20%
- Family Survey 10%
- Community Survey 10%
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- DESCRIPTION - As part of the state accountability system, the Department of Public Instruction (DPI) produces annual report cards for every publicly funded school and district in Wisconsin. These report cards include data on multiple indicators for multiple years across four Priority Areas (Achievement, Growth, Target Group Outcomes, and On-Track to Graduation). In addition, the report cards provide course and program participation information for grades 9-12 for public schools and districts. A school or district’s overall accountability score places the school/district into one of five overall accountability ratings.
- WHY THIS MATTERS - The district report card provides ratings for all Wisconsin schools and districts. This publicly reported measure is an indicator of overall achievement and engagement.
- CELEBRATIONS - The School District of Rhinelander scored a 66.8 - Meets Expectations on the 2021-2022 DPI School Report Card. The district met the state average for growth in the area of English Language Arts and continues to exceed the state average for On-Track Graduation.
- OPPORTUNITIES FOR IMPROVEMENT - Increased achievement and growth in the areas of English Language Arts and Mathematics are goals for the district. We believe that increased growth will lead to increased overall achievement which will have a significant impact in all content areas and be reflected on the district report card.
- DESCRIPTION - SDR prepares all students, 4K-12, for life after they graduate from the district. We prepare our students for life readiness by providing a comprehensive education that empowers students, integrates information and technology literacy, and exposes them to many different kinds of learning opportunities including academics, fine arts, career and technical education, and academic and career planning activities and experiences.
- WHY THIS MATTERS - Hodag Ready Overall Score= Average of all 3 categories
- Category 1 - Academic Readiness
- Increase ACT composite by .3 points
- Over 80% of students taking Algebra 2 earn a C- or higher across both semesters
- Over 65% of Advanced Placement students earn a 3 or higher on any AP exam
- Over 80% of students taking a Dual Credit course earn college credit
- Over 80% of students taking a Start College Now course earn college credit
- Category 2 - Career Readiness
- 100% of students participate in one or more Inspire Rhinelander experiences by graduation
- 100% of students participate in a work experience by graduation (Job Shadow, Co-op, Youth apprenticeship, job)
- Over 90% of students attempting an industry credential earn certification
- 100% of students complete grade level ACP requirements
- Increase number of CTE course enrollments
- Category 3 - Life Readiness
- Maintain a high school graduation rate above 95%
- Over 80% of students taking SDR’s required financial literacy course earn a C- or higher
- Over 60% of RHS student body participate in a community service activity
- 100% of students identify a post-graduation pathway by graduation
- Over 90% of students participate in RHS Career Fair
- CELEBRATIONS - SDR has steadily increased opportunities for all students to pursue their passions as they prepare for life after high school. At the secondary level this includes an increase in the number of Advanced Placement courses and dual credit courses being offered, expansion of the Youth Apprenticeship program and continued support for a wide variety of elective course options in grades 6-12. SDR continues to strengthen partnership between businesses and schools through the Inspire Rhinelander program.
- OPPORTUNITIES FOR IMPROVEMENT - We must continue to find ways to create even more opportunities at the elementary and secondary levels for all students to have success after high school. Our Academic Career Planning and Inspire programs will be a model for the State of Wisconsin for equity and opportunity with the support of our Career and College Readiness Coordinator.
- DESCRIPTION - SDR students in grade 11 take the ACT with writing each spring. In grades 9 and 10, students take the PreACT Secure assessment, The ACT and PreACT Secure are aligned with the ACT College and Career Readiness Standards. These assessments measure what students have learned in the areas of English, reading, mathematics, science, and writing for 11 graders. Each student receives a composite score of their overall rank within the state and nation. Performance on Individual reporting categories are also provided to help identify areas of strength and growth. These scores are utilized as one component to determine school and district report cards.
- WHY THIS MATTERS - The ACT and PreACT Secure are aligned with the ACT College and Career Readiness and provide students with a planning component for the future within and beyond high school.
- CELEBRATIONS - SDR students continue to perform within one point of the state average of 19.4 overall on the ACT.
- OPPORTUNITIES FOR IMPROVEMENT - SDR students will be taking a fall ACT screener to inform instruction on the ACT standards and provide students the opportunity to better plan career and academic pathways. With the PreACT as a predictor in grade 9, we will be equipped to better evaluate our instructional programming.
- DESCRIPTION - SDR students in grade 11 take the ACT with writing each spring. In grades 9 and 10, students take the PreACT Secure assessment, The ACT and PreACT Secure are aligned with the ACT College and Career Readiness Standards. These assessments measure what students have learned in the areas of English, reading, mathematics, science, and writing for 11 graders. Each student receives a composite score of their overall rank within the state and nation. Performance on Individual reporting categories are also provided to help identify areas of strength and growth. These scores are utilized as one component to determine school and district report cards.
- WHY THIS MATTERS - The ACT and PreACT Secure are aligned with the ACT College and Career Readiness and provide students with a planning component for the future within and beyond high school.
- CELEBRATIONS - SDR students continue to perform within one point of the state average of 19.4 overall on the ACT.
- OPPORTUNITIES FOR IMPROVEMENT - SDR students will be taking a fall ACT screener to inform instruction on the ACT standards and provide students the opportunity to better plan career and academic pathways.
- DESCRIPTION - As part of the state accountability system, the Forward eczema ins administered online each spring in the areas of English Language Arts(ELA), mathematics in grades 3-8. Additionally, students in grades 4 and 8 participate in science and grades 4, 8, and 10 in social studies. Based on their performance on these assessments, students receive Individual Student Reports(ISRs) given a ranking Below Basic, Basic, Proficient or Advanced. These scores are utilized to determine school and district report cards.
- WHY THIS MATTERS - The Forward Exam is designed to measure how well students are doing in relation to the Wisconsin Academic Standards. The standards are directly connected to the knowledge and skills students need to be college and career ready.
- CELEBRATIONS - The percentage of SDR students proficient or advanced in Mathematics on the Forward Exam is the highest in the history of the assessment.
- OPPORTUNITIES FOR IMPROVEMENT - We can continue to grow the number of students proficient or advanced on the Forward Exam in Mathematics through our continued work to closely monitor growth throughout the school year and provide high quality instruction that produces lifelong math learners.
- DESCRIPTION - As part of the state accountability system, the Forward eczema ins administered online each spring in the areas of English Language Arts(ELA), mathematics in grades 3-8. Additionally, students in grades 4 and 8 participate in science and grades 4, 8, and 10 in social studies. Based on their performance on these assessments, students receive Individual Student Reports(ISRs) given a ranking Below Basic, Basic, Proficient or Advanced. These scores are utilized as on component to determine school and district report cards.
- WHY THIS MATTERS - The Forward Exam is designed to measure how well students are doing in relation to the Wisconsin Academic Standards. The standards are directly connected to the knowledge and skills students need to be college and career ready.
- CELEBRATIONS - The percentage of SDR students proficient or advanced in ELA on the Forward Exam is the highest in the history of the assessment.
- OPPORTUNITIES FOR IMPROVEMENT - We can continue to grow the number of students proficient or advanced on the Forward Exam in ELA through our continued work to closely monitor growth throughout the school year and provide high quality instruction to our classrooms grounded in the Science of Reading.
- DESCRIPTION - SDR uses local assessments in the area of English Language Arts for grades 4K-8 (Fastbridge). Local assessments are given to students 1 to 3 times per year. Growth is measured by expected rates of improvement (ROI) and is compared to national norms and benchmarks.
- WHY THIS MATTERS - District schools and classrooms use the assessment data to inform instruction and provide support or enrichment for students.
- CELEBRATIONS - The number of SDR students meeting expected growth benchmark levels in English Language Arts has steadily improved. 69% of our students continue to demonstrate Aggressive/Typical Growth on the reading benchmarks.
- OPPORTUNITIES FOR IMPROVEMENT - SDR will continue to review our teaching and learning practices connected to early literacy and the Science of Reading to provide targeted instruction and raise the percentage of students meeting expected growth benchmarks at all grade levels in English Language Arts.
- DESCRIPTION - SDR uses local assessments in the area of Math for grades 4K-8 (Fastbridge). Local assessments are given to students 1 to 3 times per year. Growth is measured by expected rates of improvement (ROI) and is compared to national norms and benchmarks.
- WHY THIS MATTERS - District schools and classrooms use the assessment data to inform instruction and provide support or enrichment for students.
- CELEBRATIONS - The number of SDR students meeting expected growth benchmark levels in English Language Arts has steadily improved. 73% of our students demonstrated Aggressive/Typical growth on the mathematics benchmarks.
- OPPORTUNITIES FOR IMPROVEMENT - SDR will continue to review our teaching and learning practices of students meeting expected growth benchmarks at all grade levels in English Language Arts.
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- DESCRIPTION - This indicator is critical to the success of our school district. The school district is dependent on a community supported operational referendum due to the state funding formula. Funding for staff and resources makes the goals for our strategic plan possible.
- WHY THIS MATTERS - The goals within the indicators for success in student learning, engagement, and teams are directly connected to school funding.
- CELEBRATIONS - We have a clear mission, vision and plan to reach our goals. The passage of the operational referendum this year provides an opportunity for our district to reach all of its goals.
- OPPORTUNITIES FOR IMPROVEMENT - District and school leadership continue to work together to align our goals and plans directly connected to our district and building goals.
- DESCRIPTION - This indicator is required by State Statute and provides the school board and community with an audited report of the District’s finances. The management letter is where the auditor describes areas that may need more scrutiny or improved processes to meet all audit requirements.
- WHY THIS MATTERS - The community should expect and know that the District’s finances are maintained according to Generally Accepted Accounting guidelines and that the oversight of the District’s finances is sound and in order.
- CELEBRATIONS - Over the past five years auditors have noted three or fewer areas to monitor each year. None of the areas have been noted as material weaknesses or concerns.
- OPPORTUNITIES FOR IMPROVEMENT - The District must continue to meet the challenges of an ever-changing funding and finance world that often brings new reporting and monitoring requirements.
- DESCRIPTION - Fund balance is used for cash flow purposes as much of the district’s revenue from state aid and property tax is received in the second half of the fiscal year. Fund balance is also used to guard against financial uncertainty and any potential loss of revenue. This indicator demonstrates the amount of fund balance the district has at its disposal at the end of the fiscal year.
- WHY THIS MATTERS - A significant fund balance helps the district with cash flow needs and if enough fund balance is on hand, then the district can forego borrowing for short-term cash flow needs and avoid the interest expense that would otherwise be incurred due to the loan. In addition, fund balance can be used to deal with a difficult financial period or an unplanned emergency expense. Finally, rating agencies look at the amount of fund balance as a very critical element of an overall rating review which ultimately is used to determine a district’s rating for bond purposes. A strong fund balance allows for one-time expenditures for building projects to improve student learning environments without the need for multiple building referendums
- CELEBRATIONS - The District has been able to add to its fund balance each year for the past ten years with the exception of major facility improvement projects. We were able to add to the balance again in 2021-22 and get closer to the 51% fund balance goal. The successful passage of the operational referendum will allow the District to continue to maintain all of its programs and a healthy fund balance.
- OPPORTUNITIES FOR IMPROVEMENT - The District will strive to maintain a 30% or greater fund balance while continuing important programming and facility improvements.
- DESCRIPTION - This indicator reviews each school’s safety plans and building safety protocols.
- WHY THIS MATTERS - Having safety plans to prepare for emergencies such as evacuations, fire, tornado, intruders, etc., and to stay calm during a time of crisis, helps students and staff feel at ease. Strong school safety plans allow stakeholders to focus on maintaining a safe school environment for optimal learning.
- CELEBRATIONS - All schools have safety plans in place and the District continues to have Oneida County Sheriff’s Deputies on-site serving as School Resource Officers and taking the lead in developing the school safety plan. We have added an entirely new camera system that allows for much faster response to incidents and improved safety in the schools.
- OPPORTUNITIES FOR IMPROVEMENT - The District will review its safety plan and provide a review of drills and procedures for all staff each year. We are working with a new Resource Officer to keep all staff up to date on the best safety practices.
- DESCRIPTION - This indicator focuses on how we are maintaining our technology infrastructure and all related components. Without deliberate maintenance or replacement, our technology infrastructure will not remain current or be as robust as necessary to support the function of education in a rapidly changing world. Preventative maintenance or replacement is specified in a deliberate plan with a timeline and covers all buildings.
- WHY THIS MATTERS - We need to safeguard the technology assets of the district, follow preventative maintenance on a set schedule, and have a cycle of replacement to assure that all users have the technology tools they need.
- CELEBRATIONS - The security camera system has been replaced with a much more robust system and devices for the students have been upgraded and replaced on schedule. We will also be installing a new fiber optic line to provide fast, reliable service for the students this summer. Training is also being offered to all staff on the products and programs available to them.
- OPPORTUNITIES FOR IMPROVEMENT - The Technology Department can report quarterly the number of technology requests received and processed. Additionally, an annual report on hardware and software additions, replacements, and technology upgrades can be shared with stakeholders.
- DESCRIPTION - This indicator focuses on how we are maintaining and planning for our largest and most costly assets - school district facilities. Preventative maintenance or replacement is laid out in a deliberate operating timeline and covers “standard” items such as roof surfaces, parking lots, HVAC, flooring, and district vehicles.
- WHY THIS MATTERS - We need to safeguard the assets of the district through preventative maintenance on a set schedule.
- CELEBRATIONS - We have replaced the playgrounds at Central, Crescent, and NCES in the past couple of years with safer and more accessible equipment. Repairs and upgrades have been completed on roofs, parking lots, RHS pool, and many other areas of the District.
- OPPORTUNITIES FOR IMPROVEMENT - Report quarterly on work orders received, completed, and major projects completed. Publicize the previous and current year plan for capital projects.
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- DESCRIPTION - Staff engagement reflects an employee’s involvement, enthusiasm and commitment to their organization, leader and colleagues.
- WHY THIS MATTERS - Engagement drives performance, at the individual as well as organizational level, thus it is important to know and understand the level of engagement of our staff as we bring about organizational change and growth.
- CELEBRATIONS - We had over an 80% response rate to our Employee Engagement Survey and our scores improved in every area when compared to last year.
- OPPORTUNITIES FOR IMPROVEMENT - Our two lowest scores remain the same from 2021 to 2022; Question #3 Opportunity to do my best every day; Question #4 Recognition; Digging deeper into these questions and related results is an area of focus moving forward.
- DESCRIPTION - Staff satisfaction is a measure of how content an employee is with the overall organization as a place to work. Although engagement and satisfaction are highly related, being satisfied does not equate to being engaged.
- WHY THIS MATTERS - Knowing the satisfaction level of our employees can help identify and bring about changes that may be needed within the work environment.
- CELEBRATIONS - Satisfaction increased from 3.41 in 2021 to 3.58 in 2022.
- OPPORTUNITIES FOR IMPROVEMENT - To better understand what specific action steps may be needed or can be taken to further boost our staff satisfaction level.
- DESCRIPTION - To ensure staff learning and professional development, both internally and externally, have a direct correlation to our Strategic Plan and the elements of our Golden Circle.
- WHY THIS MATTERS - Through this alignment staff are able to make a stronger connection between district, building and classroom goals as well as understand their role with achieving these goals.
- CELEBRATIONS - Through the input and collaboration of many, professional development for the upcoming school year has been mapped out on a monthly basis. Staff are aware of what is expected of them and how they will learn and grow throughout the year. .
- OPPORTUNITIES FOR IMPROVEMENT - To continue to keep focus on the close alignment of learning and the organizational objectives, as well as finding efficiencies along the way.
- DESCRIPTION - The ability to successfully attract and hire new staff is critical to the viability of any organization. Effective recruitment strategies and having a strong presence within the labor market allows for greater success with our efforts and has a direct impact on the students and families we serve.
- WHY THIS MATTERS - It is through our hiring process that we are able to shape our workplace culture and enhance our resources and expertise related to the delivery of education.
- CELEBRATIONS - Our partnerships with Educator Preparation Programs continue to strengthen and grow, especially with UWSP and CESA 9.
- OPPORTUNITIES FOR IMPROVEMENT - Review our current procedures and district opportunities related to student teacher experiences (i.e. practicums, student teach, internships). Identify any gaps and/or needs for enhancements.
- DESCRIPTION - Staff retention is the ability of an organization to retain its staff. High turnover rates in schools negatively impacts student achievement of all students, not just those in a new teacher’s classroom. (Formula = Total headcount / # of staff that left during/end of year; excludes retirees)
- WHY THIS MATTERS - Staff retention promotes the health and success of an organization. High staff retention results in less financial strain and more investment in tools and resources for student as well as staff learning and growth.
- CELEBRATIONS - We have gathered this data for the past four years as a baseline, current trend over that time frame is an average of 11% turnover.
- OPPORTUNITIES FOR IMPROVEMENT - To further analyze the data perhaps by school and/or position held, also to develop a consistent way to gather “reason” for leaving so strategies for improvement can be identified.
- DESCRIPTION - Successfully supporting a staff member during their first year of employment is critical to their long term success and commitment to the organization. (Formula = % of new hires that return for year 2)
- WHY THIS MATTERS - In order to slow turnover and lessen the impacts it has, we must focus on retention of the staff we have. How we initially welcome and orient staff to our district as well as support them throughout that first year is a critical building block to their overall experience and likelihood to remain with the district.
- CELEBRATIONS - We have gathered this data for the past four years as a baseline, current trend over that time frame is an average of 75% retention from year one to year two.
- OPPORTUNITIES FOR IMPROVEMENT - To further analyze the data and perhaps add additional measurement points, for example our retention at 3 years and 5 years.
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- DESCRIPTION - Student engagement is involvement in and enthusiasm a student demonstrates towards school.
- WHY THIS MATTERS - Student engagement is an indicator to the success of students in academics, youth development and life beyond school.
- CELEBRATIONS - SDR is dedicated to creating buildings and classrooms where students establish positive peer and adult relationships that are built on safety, trust and learning.
- OPPORTUNITIES FOR IMPROVEMENT - SDR leadership and staff continue to refine their engagement practices and utilize a variety of student feedback to measure the levels of student engagement in their learning environment.
- DESCRIPTION - Student hope is the ideas and energy students have for the future.
- WHY THIS MATTERS - Student hope is an indicator to the success of students in academics, youth development and life beyond school.
- CELEBRATIONS - SDR is committed to the learning, goal setting and planning of our students to prepare for life after school.
- OPPORTUNITIES FOR IMPROVEMENT - SDR leadership and staff continue to refine our Academic and Career Planning learning, activities and system to ensure students are prepared for life after school.
- DESCRIPTION - Student belonging is the feeling of acceptance and included as part of the school.
- WHY THIS MATTERS - Student belonging is an indicator to the success of students in academics, youth development and life beyond school.
- CELEBRATIONS - SDR continues to create positive learning environments where students feel they belong and take ownership and pride in their school.
- OPPORTUNITIES FOR IMPROVEMENT - SDR leadership and staff continue to practice restorative and responsive classroom practices.
- DESCRIPTION - Student social and emotional learning is how students learn to understand and manage emotions and establish positive relationships with others.
- WHY THIS MATTERS - Student social and emotional well-being is an indicator to the success of students in academics, youth development and life beyond school.
- CELEBRATIONS - SDR is committed to provide learning and experiences that will aid students in the navigation of their own emotions, successfully build and maintain positive relationships with others and obtain the soft skills necessary to succeed beyond school.
- OPPORTUNITIES FOR IMPROVEMENT - SDR leadership and staff work collaboratively to embed social-emotional learning competencies and expectations with the K-12 curriculum.
- DESCRIPTION - Active student participation represents participation in any school-sponsored or non school-sponsored activities.
- WHY THIS MATTERS - Research shows that students benefit in many ways (physically, socially, emotionally) from their involvement in extracurricular and co-curricular activities. Outside the standard framework of any educational curriculum, there are endless opportunities for students to learn new skills and ignite new passions. From strengthening the mind to promoting better time management skills, extracurricular and co-curricular activities can help students succeed in much more than just their academic endeavors.
- CELEBRATIONS - SDR is dedicated to extending our students’ education and experience by providing opportunities to all of our students outside of the school day.
- OPPORTUNITIES FOR IMPROVEMENT - SDR and the community continues to find new opportunities for our school age students to be involved. It is important that we work together to make students and families aware of these opportunities and encourage new ideas.
- DESCRIPTION - Family connectedness and engagement promote an overall sense of belonging within the school community.
- WHY THIS MATTERS - Families are partners with the school district in the education of our young people. The district relies on family connectedness for volunteerism, transparency, and support of our comprehensive educational model. The reputation of the district in the eyes of our families support positive growth in all areas of the school district.
- CELEBRATIONS - SDR has worked at creating partnerships with families to support the school district and school buildings.
- OPPORTUNITIES FOR IMPROVEMENT - School district leadership and staff continue to work to find new ways for effective activities and practices to increase connectedness with families.
- DESCRIPTION - Community engagement is the connection that members of the community feel toward the school district.
- WHY THIS MATTERS - Community members are partners with the school district in the education of our young people. The district relies on parent connectedness for volunteerism, transparency, and support of our comprehensive educational model. The reputation of the district in the eyes of our community impacts new family growth and financial support.
- CELEBRATIONS - SDR has worked at creating a partnership with the community to support the school district and school buildings. SDR has a thriving Community Education Program.
- OPPORTUNITIES FOR IMPROVEMENT - School district leadership and staff find new ways for effective engagement practices with the community.
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