25-26 Action Plans

Resources

Building a Culture of Sustainability

Goal Area	Resources
Strategies	Identify and capitalize on cost-saving opportunities and additional revenue streams to maximize district resources. Maintain responsible financial stewardship of the district’s resources and financial transparency through planning and forecasting.
Rationale	Reductions in ongoing operational spending through one-time investments provide for the reallocation of existing operational resources to better meet other program needs. Sustainable efforts reduce costs over time through renewable energy, set an exemplary model for the community, support student and staff learning, and support a positive future for families and students.
Action Plan Title	Building a Culture of Sustainability
Action Plan Steps	Build a culture of sustainability literacy Establish a district-wide definition of sustainability and sustainability literacy Build stakeholder understanding of visible sustainability efforts (for example, showcase existing efforts such as LED retrofits, indoor air quality, and others) Increase involvement and literacy Staff/student survey to assess baseline awareness Host staff professional learning (for example, Green Classroom Certification) Strengthen sustainability communications Create a district-wide sustainability communication plan Launch unified branding for sustainability Promote existing successful sustainability practices Establish sustainability awards program Create award categories, such as measurable impact, student-powered, charismatic champion Draft criteria for recognitions Establish consistent, educational waste management practices Enhance consistency in recycling and composting bins Establish signage and behavioral reminders Launch comprehensive stakeholder training Establish data tracking and accountability measures Launch awareness campaign Investigate and present solar opportunities Provide financial analysis and research to the Board of Education regarding future solar energy opportunities Monitor laws, policies, and legislative changes that impact solar incentives and returns Develop and present a comprehensive solar plan and formal recommendation for Board consideration Increase student voice in sustainability efforts Partner with student-led clubs and organizations to integrate sustainability projects into learning environments Recommendation for 1-2 student interns to support sustainability efforts Highlight student efforts via district communication channels
Timeline	Summer Term (2025) Draft solar recommendations and Board report/presentation Final solar recommendation to the Board of Education Board of Education to provide direction on future solar opportunities Quarter 1 Definitions of sustainability and sustainability literacy published and referenced district-wide Continued legislative/legal monitoring Quarter 2 Stakeholder baseline survey on sustainability literacy completed At least one (1) school to launch a refined waste management system All signage and bin inventory complete by Quarter 3 Quarter 3 District Sustainability Awards categories and criteria established Quarter 1 through Quarter 4 10+ sustainability success stories communicated Quarters 3 & 4 Waste management system participation tracked Quarters 3 & 4 Waste audit conducted if vendor data unavailable Follow Board direction related to solar efforts
Progress Monitoring Steps	Overall plan implementation Creation of a centralized action tracker by conclusion of Quarter 2 with regular updates Sustainability Committee meeting minutes with status reviews published quarterly Quarterly updates shared with the Board of Education Sustainability literacy Track definition dissemination Baseline survey implementation and analysis Collect and monitor staff professional learning participation Communication plan Develop plan for Year 1 Monitor hashtag and post engagement (identify further measurement opportunities) Review stories/posts, counting the number of them shared by school and district on a quarterly basis Waste management system development Bin inventory and mapping completed Signage implementation Track attendance of staff/student waste management training Waste data collection system reviewed, and needs identified Confirm launch and track impact of themed waste campaigns (for example, paper or cafeteria waste) Completion of solar research summary, including financial models and Return on Investment (ROI) projections, and Board direction through a collective vote Documentation of student/community engagement activities related to sustainability
Indicators of Success	Definitions of sustainability and sustainability literacy published and referenced district-wide Stakeholder baseline survey on sustainability literacy collected 10+ sustainability success stories communicated At least one (1) school launches a refined waste management system All signage and bin inventory complete by Quarter 3 Professional development launched, participation tracked Waste audit conducted if vendor data unavailable District Sustainability Awards categories and criteria established Submission of a Board-ready solar recommendation, including financial analysis
Potential Resources	Support from solar provider (PSI) and IRS filing assistance from Baker Tilly Access to the Green Classroom Online Learning Modules Dashboard options (purchased or free tools) Definition resources: Brundtland Commission, ESG, Triple Bottom Line Administrative time for research, analysis, and recommendations Partnership with Ancient Oaks Continued partnerships with the Green Alliance and other sustainability organizations (such as TreePlenish) Illinois State Board of Education and Federal Green Ribbon criteria Local legislators and sustainability-focused agencies Executive Director of Facilities Interim Director of Technology Superintendent
Potential Costs	No immediate solar costs included as this is dependent upon the recommendation and direction of the Board of Education (anticipated costs would be in excess of $5 million) Communication & Branding: $2,000-4,000 Baseline Survey Development & Analysis: $0 (Qualtrics is already licensed) Professional Development: $5,000 ($75 per teacher for Green Classroom Certification (Center for Green Schools) and other dollars associated with training opportunities Signage & Bin Inventory: $3,000-$7,500 Waste Management: $2,500-$4,000 (bins, cafeteria signage, waste stations, training materials, etc.) Sustainability Awards Planning: $2,500 Project Management & Dashboard Development: $3,000 (approximate cost if dashboard is not free) Add 1-2 paid student interns to support student participation as well as design/work efforts related to the actions within this plan: $5,000 TOTAL: $18,000-$25,500

Mobile Learning Initiative (MLI)

Goal Area	Resources
Strategy	Develop and implement a technology plan that aligns technological improvements and advances for students and staff with curricular needs, innovative programming, and best practices.
Rationale	To prepare students for a rapidly evolving digital world, schools must ensure equitable access to mobile learning tools and resources. A well-structured mobile learning initiative supports personalized instruction, fosters engagement, enhances digital literacy, and facilitates 21st-century skill development. Aligning technology with curriculum ensures tools are not only present but effective in improving student learning outcomes and staff performance.
Action Plan Title	Mobile Learning Initiative (MLI)
Action Plan Steps	Conduct a needs assessment Survey students, staff, recent alumni, administration, and families regarding current mobile technology use and access Audit existing infrastructure, devices, and support services Establish a Mobile Learning Committee Form a cross-functional team including technology staff, industry experts, instructional leaders, teachers, administrators, students and parents representing all stakeholder groups Define initiative scope and equity goals Determine target grade levels and target dates for rollout, device-to-student ratios, and platform standards Identify measures to address the digital divide (i.e., hotspots, device lending) Select devices and learning platforms for review Evaluate standardized mobile device options Pilot phase Launch pilot participation opportunities in all schools in selected grade levels or classrooms for feedback, refinement, and adjustment Decision phase Select device(s) and start purchase process Align professional development (PD) with Implementation Plan phased PD for staff/students on device use as needed, digital instructional strategies, and classroom integration Phased rollout of new devices (Summer 2026, Summer 2027) Distribute devices to selected grades with tech orientation for staff, students, and families (anticipated 2026 rollout to potentially include middle school/high school grades; anticipated 2027 rollout to include elementary school grades) Support and monitor MLI implementation Establish ongoing tech support, instructional coaching, and usage tracking tools Evaluate and adjust implementation efforts Review outcomes, gather feedback, and revise the plan accordingly for sustained success
Timeline	August – September 2025: Needs assessment; committee formation October 2025 – February 2026: Scope finalized; devices/platforms reviewed and piloted Mid-January – March 2026: Pilot implementation begins March 2026: Device decision made, preliminary purchase process begins April – May 2026: Professional development planning and resource acquisition June – July 2026: Device distribution and training (Phase 1) August 2026: Phase 1 rollout begins March 2027: Phase 2 purchase process begins June – July 2027: Device distribution and training (Phase 2) August 2027: Phase 2 rollout begins Fall 2026 – Spring 2028: Ongoing support, monitoring, evaluation, and adjustment
Progress Monitoring Steps	Bi-monthly committee progress check-ins Survey completion and feedback shared with committee Pilot feedback shared with committee Completion of purchase process Professional development offerings documented Phased rollouts complete
Indicators of Success	100% of target students and staff receive and use mobile devices Increased student engagement and digital fluency reported by teachers At least 90% of staff complete relevant professional development Integration of mobile learning reflected in lesson plans and instructional walkthroughs Reduction in tech support issues over time indicating user proficiency Documented improvement in student achievement or engagement measures (i.e., grades, classroom observations)
Potential Resources	Instructional device vendors and platform partners Federal/State technology grants (E-rate, or other rebates, if applicable) Local education foundations or business partnerships Professional development consultants Retired technology buy-back partners Technology Department staff, IT support specialists, industry experts Communications Department staff, Curriculum & Instruction Department staff, Student Services Department staff, Business and Operations staff, Facilities staff Superintendent
Potential Costs	Mobile devices (1:1): $250-$900 per student LMS Licensing and Apps: $10-$50 per student Infrastructure Upgrades (WiFi): $20,000-$100,000 Tech Support Staffing: $50,000-$100,000 Professional Development: $15,000-$30,000 Digital Equity Resources: $10,000-$25,000 TOTAL: $575,000 (unbudgeted) NOTE: Costs vary based on scale of rollout, vendor agreements; currently budgeted within the Technology Services Department annual budget are the funds to support a 4-year obsolescence cycle of student iPads – in the event that the recommendation for a significant MLI change is made, there could be up to $575,000 additional unbudgeted funds required

Investing with Integrity: Strategic Resource Stewardship

Goal Area	Resources
Strategy	Sustain a healthy financial position by maintaining a positive cash flow and strong bond ratings while directing available resources toward strategic initiatives that support student and district success.
Rationale	Lake Zurich Community Unit School District 95 has long maintained a strong financial standing, reflected in its positive bond ratings and ability to maintain a balanced budget. Continuing this standard of fiscal responsibility while aligning resource allocation to support the Empower95 Strategic Plan ensures that district priorities – including high-quality learning environments, sustainability, and future-ready opportunities – are not only aspirational but attainable. Transparent, data-informed financial practices, paired with proactive planning and engagement, provide the foundation for community trust and long-term fiscal sustainability.
Action Plan Title	Investing with Integrity: Strategic Resource Stewardship
Action Plan Steps	Maintain and communicate District Financial Dashboard Regularly update and refine the interactive financial dashboard to reflect current revenues, expenditures, fund balances, and long-term obligations Ensure the dashboard is user-friendly and publicly-accessible to promote transparency Monitor cash flow and bond rating metrics Conduct regular internal reviews of fund balances, levy performance, and debt service projections Maintain high-level engagement with financial advisors to proactively manage bond rating criteria and expectations Align resource planning with strategic priorities Provide timely financial impact summaries for potential investments related to strategic initiatives (e.g., solar, transportation site development, learning space upgrades, sustainability projects) Analyze cost-benefit and return-on-investment for proposed facilities enhancements Inform and engage the Board of Education Schedule two opportunities within the calendar year (summer, winter) to provide the Board of Education with information to support strategic financial decisions Present options for investment, including pros/cons and alignment with Empower95 Evaluate long-term operational efficiency Assess current leased storage facility needs; explore district-owned options Monitor utility trends and potential savings connected to sustainable infrastructure (solar, HVAC efficiency, etc.) Prioritize funding solutions that avoid burdening future budgets or taxpayers
Timeline	This action plan is anticipated to be completed by Spring 2026.
Progress Monitoring Steps	Regular updates to the public financial dashboard Internal review of bond rating benchmarks and cash flow targets Regular presentations to the Board related to the strategic investments (by action plan and department) Documentation of Board decisions and alignment to Empower95 initiatives Operational efficiency review completed for storage/transportation and other cost-saving considerations
Indicators of Success	Continued maintenance of positive cash flow and strong fund balances Bond ratings remain stable or improve Public dashboard reflects accurate and accessible financial information Board receives financial analyses that support strategic decisions tied to Empower95
Potential Resources	District Financial Leadership Team (Business Office) Financial advisors and consultants (as needed, already contracted) Communication and administrative support to maintain public financial reporting and the financial dashboard Facilities, Transportation, and Operations leaders Superintendent
Potential Costs	This plan is designed to be cost neutral, utilizing existing staff and contracted services already budgeted for: Financial dashboard: Maintained in-house Financial and facilities reviews: Included in current administrative responsibilities Workshop(s) and Board engagement: No added cost Investment opportunities such as solar or transportation facilities would be separately presented with cost-benefit analysis and reviewed prior to approval

Charting Financial Excellence: ASBO CEFR Application Roadmap

Goal Area	Resources
Strategy	Maintain responsible financial stewardship of the district’s resources and financial transparency through planning and forecasting: Prepare and compile all financial reports, disclosures, and supporting documentation required to successfully apply for the ASBO (Association of School Business Officials) International Certificate of Excellence in Financial Reporting (CEFR) for the 2024–2025 fiscal year
Rationale	Earning the CEFR underscores the district’s commitment to clear, comprehensive, and Generally Accepted Accounting Principles (GAAP)-compliant reporting – and demonstrates transparency to all stakeholders. An external validation of district financial processes further builds trust with families, taxpayers, and staff, and the CEFR criteria will guide enhancements to internal controls, policy alignment, and reporting workflows – benefiting year-round financial management.
Action Plan Title	Charting Financial Excellence: ASBO CEFR Application Roadmap
Action Plan Steps	Project Kick-off & Governance Assign Dr. Dean Romano and Ms. Katie Kaiser as the leaders of a small committee to chart this work Review ASBO CEFR criteria and application timeline Secure Board of Education approval of project plan and deadlines Gap Analysis & Documentation Inventory Conduct an internal audit of the current Annual Comprehensive Financial Report (ACFR) and supplementary disclosures against CEFR requirements Create a checklist of missing or enhancement-needed elements Data Collection & Report Enhancement Narrative Development: Draft management’s discussion and analysis to meet ASBO guidance Statistical Section: Update five years of demographic, financial, and operational data tables Notes & Disclosures are included Quality Assurance & Peer Review Engage the district’s auditor to critique draft Incorporate feedback and finalize all sections by due date Board & Leadership Review Present near-final document to the Board Finance Committee at least 3 weeks prior to due date for input Obtain formal Board approval of the completed document for submission Application assembly and submission Complete the ASBO application form, attach the approved document and supplementary materials Submit the application package by the published deadline Communications and recognition planning Draft a press release and district newsletter article announcing our CEFR submission Plan a Board-level recognition event in fall 2026 to celebrate award receipt
Timeline	Quarter 1 Assign roles Develop steering committee and kickoff ASBO criteria review Gap analysis and documentation checklist Begin narrative and data updates Quarter 2 Complete draft ACFR enhancements External peer review and revisions Finance Committee and Board approval Finalize application package and submit to ASBO by the published deadline
Progress Monitoring Steps	Steering Committee Minutes: Track decisions and assigned action items Checklist Completion Rate: Monitor percent of checklist items drafted, reviewed, and finalized Review Cycles: Log dates and outcomes of external peer review and Board Finance Committee meetings Submission Confirmation: Obtain and file ASBO’s official receipt acknowledgment
Indicators of Success	100% Checklist Coverage: All CEFR criteria addressed in the final ACFR. On-Time Submission: Application filed by January 1, 2026 Positive Peer Feedback: No more than 8 minor revisions recommended by the external reviewer Board Endorsement: Formal Board resolution approving the ACFR and application
Potential Resources	External Partner: Audit firm Software Tools: ACFR -authoring software, statistical data dashboards ASBO Guidance: CEFR application manual and exemplars Assistant Superintendent for Business & Operations Director of Business Services Business Office Team Superintendent
Potential Costs	Consultant Support (MD&A, statistical formatting): $3,000 Software Licensing & Printing: $1,000 Communications & Recognition Event: $500 TOTAL: $4,500

Resources & Students

Future Ready Learning: Designing Pathways to Excellence

Future Ready Learning: Designing Pathways to Excellence

Goal Area	Resources & Students
Strategy	Explore and expand student offerings for career exploration/pathways, personal interests, and authentic learning experiences at all levels In alignment with the long-range facilities plan, update and improve facilities—including underutilized spaces—to enhance programming and provide future-ready experiences and resources for students
Rationale	In alignment with District 95’s mission to empower every learner to achieve personal excellence, the district remains committed to preparing students for post-secondary success in an increasingly complex and global world. Expanding access to pathway and career-connected learning, especially in areas such as health sciences, engineering, sustainability, and technology, requires learning environments that are dynamic, authentic, and future-focused. In Spring 2025, the District completed a design challenge process to identify an architect of record capable of aligning innovative learning space design with the instructional expectations outlined in the district’s instructional model. The design intentionally supports instruction that is growth-oriented, responsive, collaborative, and student-driven.
Action Plan Title	Future Ready Learning: Designing Pathways to Excellence
Action Plan Steps	Review and Refine Initial Architectural Design Conduct collaborative planning sessions to further refine the pre-designed concept Review and make final recommendations to ensure design alignment with Empower95 instructional goals and Portrait of a Graduate competencies Align Programming to Space Use Map future course offerings and student pathways and other learning opportunities to the area (in collaboration with the entire high school class/department set-up) Embed personalized learning, collaboration, and hands-on, authentic learning experiences into program development work Facilities & Operations Finalize construction scope in collaboration with the architect and facilities/curriculum and instruction/high school leadership teams Ensure alignment to long-range facilities plan and instructional programming needs Launch Competitive Bid Process Prepare all bid documents and requirements in compliance with Board policy Ensure all final bids meet the construction threshold for administrative recommendation to the Board of Education Make Formal Recommendation to the Board Present finalized plan, scope, budget, and recommendation for Board approval
Timeline	Quarter 1 Alignment and finalization of design Preparation of bid documents Quarter 2 Administrative recommendation to the Board of Education for approval Quarters 3 & 4 Proceed with plans as per Board direction
Progress Monitoring Steps	Documentation of design meetings and final design administrative consensus Final instructional alignment documented (space-to-program mapping) Monthly design development updates reviewed by Superintendent and Facilities, Curriculum & Instruction, and LZHS Leadership Board updates at key decision points (i.e., design, bid launch, and bid outcome) Bid cost confirmation under $6M threshold
Indicators of Success	Finalized architectural design aligned to instructional model and Portrait of a Graduate Bid results for construction meet the established threshold Expanded pathway-aligned programming offerings identified and supported by new space All documents prepared for consideration of approval for construction and implementation to the Board of Education
Potential Resources	Selected Architect of Record District Facilities & Operations Team Curriculum & Instruction Leaders LZHS Leadership and Identified LZHS Staff LZHS Student Advisory Team (Principal Team) Superintendent
Potential Costs	TOTAL: $6,000,000 (anticipated costs)

Staff, Students, and Family & Community

Equity in Action: Needs Assessment and Policy Audit for Learner Excellence

Equity in Action: Needs Assessment and Policy Audit for Learner Excellence

Goal Area	Staff, Students, and Family & Community
Strategy	Policy Alignment Action Plan: A Foundational Systemic Action Plan that underpins and accelerates work across all areas of Empower95
Rationale	This action plan supports strategic efforts in the areas of Students, Staff, and Family & Community by ensuring that the policies and systems guiding daily work are aligned, equitable, inclusive, and transparent. The intent of this action plan is to identify any outstanding barriers to equitable access/experiences for specific individuals or groups of individuals (and their families), to remove said barriers through policy and in practice – and to create a more consistent experience district-wide for all.
Action Plan Title	Equity in Action: Needs Assessment and Policy Audit for Learner Excellence
Action Plan Steps	Initiate Project Planning with Consultant Review scope, deliverables, and timeline Share access to all necessary board policies, procedures, and documents Phase I – Board Policy Review Audit for alignment with Illinois Association of School Boards (IASB) PRESS Identify outdated, redundant, or missing policies Identify potential alignment gaps with the District’s core values (academic excellence, accountability, collaboration, equity, integrity, perseverance, and respect) Phase II – Administrative Procedures & District Processes Audit procedural alignment with board policies Identify potential alignment gaps with the District’s core values (academic excellence, accountability, collaboration, equity, integrity, perseverance, and respect) Develop process maps for key district functions – including diverse hiring practices, retention of diverse staff, supporting various diverse student needs, etc. Phase III – School-Level Practices Assess consistency of implementation across schools Conduct interviews and gather school-level artifacts Identify potential alignment gaps with the District’s core values (academic excellence, accountability, collaboration, equity, integrity, perseverance, and respect) Identify areas for opportunity in the areas of retaining/supporting diverse staff groups and supporting diverse student needs Stakeholder Engagement Conduct focus groups and/or surveys with staff, school leaders, and community members – to include a wide range of stakeholder groups with diverse representatives Synthesize qualitative feedback into audit findings Synthesis and Reporting Develop six key deliverables (see indicators of success) Review with Superintendent and leadership team Final Presentation to the Board of Education Present findings and actionable next steps by June 30, 2026
Timeline	Quarter 1 Project launch with consultant Confirm scope, access to documents, stakeholder groups, and timelines Quarter 2 Comprehensive policy audit Review all Board policies against IASB PRESS standards Identify outdated, missing, or redundant policies Quarter 3 Administrative procedure review Audit for alignment with updated Board policies Identify gaps in implementation, clarity, or accessibility District-level process mapping Document key workflows for policy implementation, compliance, and support functions Collaborate with Departments (HR, Business, Curriculum & Instruction, Student Services, etc.) Synthesize findings across all tiers Identify themes, system-wide strengths, and improvement opportunities Draft recommendations for alignment, training, and support Quarter 4 Finalize reports and deliverables Prepare and deliver Board Presentation Develop follow-up plan to integrate recommendations into future action plans
Progress Monitoring Steps	Artifacts provided to consultant within agreed-upon timeline Schedule of meetings with consultant, progress notes Stakeholder data collected related to project objectives Draft deliverable reports (see below) reviewed Progress updates regarding action plan work provided to the Board of Education
Indicators of Success	By June 30, 2026 the Superintendent will lead the completion of a comprehensive, four-tiered external audit of the district’s board policies, administrative procedures, district-level processes, and school-level practices. This audit will ensure alignment with the IASB PRESS model policies and strengthen the consistency, clarity, and implementation of systems that directly support student success and high-quality learning experiences for all. The following items will be completed: A Comprehensive Policy Review Report A Procedure Alignment Report District-Level Process Maps A School-Level Compliance and Consistency Report A summary of actionable recommendations A presentation of findings and next steps to the Board of Education
Potential Resources	Dr. Carmen Ayala, Consultant IASB PRESS Policy Service Existing district policy repository Internal staff time for interviews, document access, and review Stakeholder focus group protocols and communication templates District’s strategic plan, including the mission and core values Board and administrative leadership for feedback and review Executive Director of Human Resources Assistant Superintendent for Student Services, Administrative Services, and Operations Superintendent
Potential Costs	Consultant Partnership and Audit: $35,000 Staff time for document coordination and stakeholder sessions: $2,000 Communication, printing, and materials: $500 Stakeholder Engagement Tools: $0 (Qualtrics already licensed) TOTAL: $37,500

Staff

Staff Development in Diverse Student Need Areas: 2025-2026 School Year
Staff/Administrator Growth & Learning

Staff Development in Diverse Student Need Areas: 2025-2026 School Year

Goal Area	Staff
Strategy	Develop and implement plans for professional development for all staff to support a diverse range of student social emotional needs
Rationale	Understanding a wide range of student needs and how to support said needs is critical to fostering a responsive learning environment for all students - and is in alignment with Portrait of a Graduate developmental aims. Additionally, ensuring staff are equipped with all of the tools needed to support diverse student needs aligns with the district value of equity.
Action Plan Title	Staff Development in Diverse Student Need Areas: 2025-2026 School Year
Action Plan Steps	Complete system-wide audit of mental health supports available to students, including culminating action plan with staff professional development recommendations Implement training for all staff across all levels on student mental health-related recommendations Continue Student Success Council work, with a focus on using data collected during the 24-25 school year (i.e., supporting students with neurodivergent needs, continuing school connection/belonging work, continuing to support other diverse population needs) Develop additional resources/implement targeted training on areas identified via the Student Success Council
Timeline	The anticipated date of completion for this action plan is scheduled for Spring/Summer 2026.
Progress Monitoring Steps	Exit Slip Data Collection: Conducted at the conclusion of scheduled trainings; data used to inform further trainings/questions to be answered Principal Reports: Monthly data collection related to the implementation of staff education efforts, student inclusion work Student Inclusion Data Collection: Continued collection on data related to student perspectives on feelings of belonging/inclusion
Indicators of Success	Development of system-wide mental health action plan Implementation of system-wide mental health action plan Implementation of Student Success Council action plan Staff professional development materials/resources developed Exit slips from staff professional development
Potential Resources	JED Partners JED District Steering Committee Student Success Council Members Building Administrative Teams Assistant Superintendent for Student Services, Administrative Services, and Operations Superintendent
Potential Costs	There are currently no anticipated costs with this action plan; however, if there are recommendations at the conclusion of the mental health audit and/or Student Success Council work related to staff professional development, there may be additional requests for funding to support those needs.

Staff/Administrator Growth & Learning

Goal Area	Staff
Strategy	Enhance and expand staff/administrator growth through opportunities such as professional development, leadership learning, mentoring, and coaching
Rationale	Enhancing and expanding staff/administrator growth through professional development, leadership learning, mentoring, and coaching opportunities cultivates a highly skilled and motivated workforce, fosters continuous improvement, and promotes effective educational leadership.
Action Plan Title	Staff/Administrator Growth & Learning
Action Plan Steps	K-12 Mathematics Professional Development Assemble a cross-grade team of math leaders, instructional coaches, and admin to lead planning, audit findings integration, and 4-year professional development (PD) framework development (July–August 2025). Create and deliver initial training sessions on embedding the Standards for Mathematical Practice (SMPs) into instruction, assessments, and Learning Experience Sequences (LES) documents Design embedded Professional Development opportunities focusing on K-12 Dynamic Classroom Instruction Artificial Intelligence (AI) Professional Development Launch the red/yellow/green light system for AI use in classrooms Create and publish a lesson bank for AI instruction and ethical use (elementary, middle, high) Utilizing the AI Taskforce, create and provide training resources to support staff in guiding ethical student use of AI – including syllabus updates, citing and AI-supported grading Embed AI Learning Progressions into Learning Experience Sequences Update the district’s AI guidance to reflect evolving tools, instructional applications, legal considerations, and staff feedback
Timeline	The anticipated date of completion for this action plan is Spring 2026.
Progress Monitoring Steps	K-12 Mathematics Professional Development Maintain a record of Math PD Design Team meetings, including agendas, participant lists, and key planning decisions Collect and review updates to LES and unit plans for evidence of SMP integration across grade levels Track attendance to and gather feedback from initial SMP training sessions; document follow-up coaching or Professional Learning Community (PLC) discussions Monitor delivery of embedded PD sessions focused on dynamic classroom instruction and collect reflection artifacts from staff Create and update a shared repository of revised proficiency scales and aligned assessments submitted by instructional teams Artificial Intelligence (AI) Professional Development Monitor lesson usage and feedback from instructional coaches, building leaders, and classroom teachers Create and maintain a record of AI training sessions delivered to staff, categorized by topic (syllabus updates, citation practices, grading) Track progress on embedding AI learning targets into Learning Experience Sequences by level and course Document revisions to the district’s AI guidance, including stakeholder feedback, legal review, and alignment to evolving tools and classroom practices
Indicators of Success	K-12 Mathematics Professional Development A one-year professional development plan is implemented for K-12 math staff across buildings Instructional staff report increased understanding and application of the Standards for Mathematical Practice (SMPs), as reflected in PD feedback and classroom observations Dynamic instructional strategies are evident in lesson plans Assessment and instruction reflect stronger alignment to priority standards, with increased use of common assessments and proficiency tracking tools Artificial Intelligence (AI) Professional Development A robust AI lesson bank is developed and regularly accessed by teachers across grade bands Staff demonstrate increased confidence and clarity in guiding ethical AI use, as evidenced by training feedback and updates to course syllabi AI competencies are embedded in curriculum maps across subject areas, with clear vertical articulation Updated district AI guidance is published and used as a reference tool, reflecting evolving instructional applications and input from staff and families
Potential Resources	K-12 Mathematics Professional Development Dedicated PD Design Team meeting time for revising standards, proficiency scales, and drafting the 4-year PD plan Curriculum templates with embedded fields for Standards for Mathematical Practice (SMPs) and dynamic instruction strategies Shared digital repository for revised proficiency scales, aligned assessments, and annotated LES documents Facilitator slide decks, handouts, and videos for SMP-focused training Coaching support to model instructional practices and lead follow-up PLC discussions Observation tools and walkthrough forms aligned to SMPs and discourse-based instruction Sub coverage or stipends for summer and after-school PD planning sessions Curriculum & Instruction Department Math Committee Superintendent Artificial Intelligence (AI) Professional Development Meeting time for lesson development, curriculum mapping, and tool evaluation Shared digital repository for AI lesson bank, sorted by grade band and subject area AI training modules or slide decks, categorized by topic (e.g., ethics, citation, grading) Curriculum map templates with embedded AI progression prompts Legal counsel or compliance resources for policy and guidance updates Sample materials (syllabi, citation language, grading guides) incorporating AI guidance Support from coaches and taskforce members to model classroom integration strategies Feedback tools (surveys, rubrics) to assess lesson implementation and staff confidence Curriculum & Instruction Department AI Taskforce Superintendent
Potential Costs	K–12 Mathematics Ongoing year-long partnership with Loyola University: $30,000 Artificial Intelligence (AI) SchoolAI subscription (districtwide license): Approximately $25,000/year Substitute costs for AI Taskforce: 11 staff members at $135 per day X approximately 7 days = $10,395 TOTAL: $65,395

Students

Increasing Student & Staff Agency in Safety

Goal Area	Students
Strategy	Develop and implement additional plans to address district safety improvements and maximize stakeholders’ sense of psychological safety
Rationale	Student and staff feelings of psychological safety* are critical to work and learner performance.
Action Plan Title	Increasing Student & Staff Agency in Safety
Action Plan Steps	Research requirement for establishing a Make Our Schools Safe (MOSS) chapter at LZHS Trial a student-lead, student-based club during the 25-26 school year; determine next steps for continuing chapter longer-term Research requirements aligned with Alyssa’s Law (which calls for a silent panic/alarm-based system accessible to all staff, required implementation for the 26-27 school year) Prepare an analysis of systems options (i.e., cost, training needs, integration needs) for consideration in relation to Alyssa’s Law requirements Feelings of psychological safety* result from both physical changes to school/district buildings, as well as school practices (i.e., using trauma-informed practices when conducting safety drills, identifying areas of need for a particular building and implementing action steps to address reported concerns)
Timeline	The anticipated date of completion for this action plan is scheduled for Spring/Summer 2026.
Progress Monitoring Steps	MOSS Chapter Status Updates: Status updates on establishment of MOSS chapter and related action steps, meeting notes MOSS Meeting Agendas & Notes: Documentation from MOSS meetings conducted Director of Safety & Security Reports: Status updates on research and analysis related to Alyssa’s Law requirements and District 95 options for implementation Updated Cost Estimates Provided: As research unfolds related to Alyssa’s Law requirements, regular updates will be provided on potential costs provided (i.e., quotes, preliminary invoices)
Indicators of Success	Establishment of a MOSS chapter of LZHS for the 25-26 school year Development of a plan for maintaining the MOSS chapter, integrating student voice from this chapter into other efforts (i.e., District Safety Committee, Inter-agency Collaboration Team) Analysis of options that align with Alyssa’s Law produced for consideration
Potential Resources	Director of Safety & Security LZHS Administrative Team LZHS Students Technology Department Lake Zurich Police Department Representatives Assistant Superintendent for Student Services, Administrative Services, and Operations Superintendent
Potential Costs	There are no anticipated costs related to the implementation of this action plan; however, there will be costs associated with the analysis report associated with Alyssa’s Law compliance needs.

Portrait to Practice: Operationalizing the Portrait of a Graduate (PoG)

Goal Area	Students
Strategy	Integrate leadership, life and post-secondary employability skills/SEL standards across all content areas
Rationale	District 95 is committed to academic excellence by empowering all learning to achieve personal excellence acquiring as many characteristics as defined by a Portrait of a Graduate: a Communicator, Global Citizen, Advocate for Self & Others, Future Ready, and Growth Oriented individual. Achieving this vision requires intentional alignment of instruction, school improvement efforts, and real-world learning experiences. Both the district’s instructional model and the Illinois SEL standards complement and support this work, especially in cultivating self-awareness, collaboration, empathy, and perseverance – which are critical to college, career, and life success.
Action Plan Title	Portrait to Practice: Operationalizing the Portrait of a Graduate (PoG)
Action Plan Steps	Deliver Portrait of a Graduate (PoG)-aligned professional earning Provide staff development focused on designing and delivering dynamic, authentic, responsive, and growth-focused instruction that nurtures PoG competencies Integrate PoG into School Improvement Planning (SIP) Support SIP teams in embedding Portrait competencies, such as resilience, communication, empathy, and collaboration, into building goals and instructional priorities Build staff understanding related to learner profiles that illustrate progression of Portrait competencies over time and inform responsive, personalized instruction Expand real-world learning and student pathways Increase access to internships, apprenticeships, dual credit, and/or exploratory opportunities that foster college and career readiness and strategic risk-taking Develop student self-assessment tools Create tools that allow students to reflect on and monitor their growth in PoG attributes, fostering a goal-oriented mindset and self-accountability Communicate and celebrate the Portrait vision Launch a strategic communication/branding effort to highlight how PoG is lived in classrooms, pathways, and student outcomes Superintendent classroom visits established (with outcomes shared via the Superintendent Newsletter), highlighting PoG characteristics as defined Engage stakeholders to refine and inform the work Gather feedback from students, staff, and families to ensure the Portrait is clearly understood and meaningfully implemented district-wide
Timeline	The anticipated date of completion is scheduled for Spring/Summer 2026, including a mid-point update and end-of-year Board of Education presentation.
Progress Monitoring Steps	Staff participation logs and feedback from PoG professional learning School Improvement Plan reviews showing PoG alignment Tracking and analysis of student participation in internships, pathways, and apprenticeships Student self-assessment usage and reflection data Stakeholder surveys and advisory input
Indicators of Success	All SIP goals reflect at least one PoG attribute Portrait of a Graduate self-assessment tools created, rolled out in every school Increase student engagement in pathways (state-based) and/or internships Evidence of PoG traits in student work, reflections, and projects High-quality staff professional learning delivered and positively rated across all schools
Potential Resources	ISBE SEL Standards & Performance Indicators Illinois PoG Toolkit Curriculum & Instruction Department Student Services Department Communications Team Community Partners Superintendent’s Stakeholder Advisory Team Superintendent
Potential Costs	Potential costs associated with professional learning, pathway program expansion (state-based), and communication efforts are anticipated around $35,000. TOTAL: $35,000

Student Language Offerings and Multilingual (ML) Programming

Goal Area	Students
Strategy	Develop and implement a plan to provide and/or enhance student language offerings
Rationale	Developing and implementing a plan to provide and/or enhance student language offerings fosters cultural understanding and global communication skills, supports equity and inclusive practices, and expands future educational and career opportunities.
Action Plan Title	Student Language Offerings and Multilingual (ML) Programming
Action Plan Steps	Convene World Language Curriculum Committee Assemble a cross-grade team of language teachers, department chairs, and administrators to lead curriculum alignment and assessment development across grades 6–12 (Fall 2025–Spring 2026) Facilitate Curriculum Writing & Alignment Sessions Schedule dedicated time and support for teachers to vertically align curriculum maps and develop common assessments informed by American Standards of Foreign Languages (ACTFL) standards (Ongoing, 2025–2026) Coordinate with ECRA to Analyze EL Program Data Partner with ECRA to access and interpret district-level EL performance data, highlighting areas of strength and growth opportunities (Fall 2025–Winter 2026) Lead ML Committee Review & Program Design: Guide the ML Committee through structured data review and program design sessions using ECRA findings to identify and prioritize improvements (Winter 2025–Spring 2026) Design Professional Learning on Multilingual Programming Build a staff professional development calendar focused on language acquisition, instructional strategies for multilingual learners, and cultural responsiveness for identified staff (launch Winter 2025) Gather Feedback from Multilingual PD Sessions Use post-session surveys and reflection tools to collect and analyze staff feedback, informing future training and support needs (Each session, 2025–2026)
Timeline	The anticipated date of completion for this action plan is Spring 2026.
Progress Monitoring Steps	Documentation from World Language Curriculum Committee meetings, including agendas, participant attendance, curriculum drafts, and assessment revisions related to vertical alignment Documented progress toward curriculum alignment by collecting updated curriculum maps and draft common assessments across grades 6–12 Data and reports from ECRA related to the district ML program performance, including metrics on growth, access, and subgroup trends Facilitate regular ML committee meetings to review ECRA findings, prioritize needs, and document agreed-upon enhancement strategies Create and maintain a professional learning calendar for staff training on multilingual programming, including session descriptions, facilitators, and attendance logs Gather and analyze participant feedback from multilingual-focused professional learning to assess impact and identify additional support needs Develop and update a shared repository of resources on multilingual instruction and language acquisition practices for ongoing staff reference
Indicators of Success	Completed, board-approved curriculum and assessments for each language and grade Clear, documented recommendation presented to the Board in Spring 2026 Further action plan development or proposed adjustments to multilingual program model based on data Staff participation in professional learning sessions, positive feedback on relevance and quality, and evidence of strategy implementation in classrooms
Potential Resources	Teacher release time Curriculum writing templates ACTFL standards Student survey data ECRA Consortium membership Access to ML program data Title III Language Instruction Educational Program (LIEP) funding ML/bilingual teacher collaboration Evaluation tools (surveys, walk-through forms) ML Committee members Curriculum & Instruction Department Superintendent
Potential Costs	Substitute teachers for World Language Curriculum Work. 8-10 staff members at $135 per day x approximately 7 days = $9,450 Approximately $5,000 will be allocated for materials to support staff professional learning TOTAL: $14,450

Family & Community

Voices in Action: Service, Rounding & Recognition
Mass Communication System Replacement

Voices in Action: Service, Rounding & Recognition

Goal Area	Family & Community
Strategies	Increase engagement with families and community at large, including those without school-aged children and non-English speakers
Rationale	Engaging the broader community helps build a positive perception of the school district, which can lead to increased community pride and investment in the district’s initiatives to support learners. Involving members from the district’s diverse community ensures that all voices are considered to gain a wide range of perspectives and needs. This inclusivity can lead to more equitable and effective policies and programs Additionally, communicating and engaging with families and the community build trust and transparency. This can lead to greater accountability and community involvement in school governance. Proactive engagement helps address and prevent misunderstandings or misinformation about the school district, fostering a more informed and supportive community.
Action Plan Title	Voices in Action: Service, Rounding & Recognition
Action Plan Steps	Board Community Service Activity All Board members and the Superintendent will participate in at least one agreed-upon service project each school year (e.g., food pantry, community garden, neighborhood clean-up) Community Rounding Superintendent review training will be provided on effective rounding techniques, note-taking, and gratitude practices Board members will establish expectations related to community rounding efforts Board members will collectively establish any protocols related to data collection following rounding conversations; this may include a spreadsheet that captures the following items: One strength or “celebration” to share at a Board meeting One suggestion for improvement A follow-up commitment for each recognition or suggestion Challenge-Coin Recognition of Staff Excellence Each Board member will formally recognize at least three staff members (teachers, support staff, administrators) with a Challenge Coin and a public acknowledgment during identified Board meetings
Timeline	The timeline for this action plan is outlined above (Action Steps).
Progress Monitoring Steps	Service Event Attendance: Track participation and gather participant feedback Rounding Logs (Consideration by Board): Monitor visits per Board member, record themes, and track follow-up commitments Recognition Tracker: Logs of staff highlighted, and coins presented by each Board member
Indicators of Success	At least 6 of 7 Board members engage in at least one service activity Each Board member completes 3 or more rounding visits with documented themes for celebration and improvement Each Board member awards 3 or more Challenge coins to staff, with acknowledgments recorded in Board meeting minutes
Potential Resources	Community partners, local nonprofits and service agencies Support from the Communication’s Department for Board member highlights from the service project discussed within the Superintendent Newsletter Superintendent training in rounding; rounding script provided to each Board member Board of Education Members Superintendent
Potential Costs	The total cost for this action plan involves the purchase of more Challenge Coins. TOTAL: $3,000

Mass Communication System Replacement

Goal Area	Family & Community
Strategies	Increase engagement with families and community at large, including those without school-aged children and non--English speakers. Diversify communication methods for delivering priority information and sharing the district's story.
Rationale	To improve the district's communication capabilities with a state-of-the-art mass communication system that includes a more streamlined, one-stop interface based on feedback from the 2024 Communications Survey and the 2024-25 Communications Committee.
Action Plan Title	Mass Communication System Replacement
Action Plan Steps	Determine objectives based on 2024 Communications Committee feedback and 2024 Communications Survey results Develop project scope, plan, and timeline Identify viable vendors Re-convene Communications Committee: include additional technology/data team representatives Plan, schedule, and conduct committee meetings Select tool Identify budgetary impacts, if any Develop implementation plan and timelines in conjunction with Technology and other impacted areas Develop user training plan and timelines Develop communication plan for all stakeholders
Timeline	Summer 2025-Summer 2026
Progress Monitoring Steps	Action plan steps completed by the above specified timelines
Indicators of Success	Identification of new mass communication system based on stakeholder feedback Successful implementation Training and transition of district and school administrators to new system
Potential Resources	Technology representatives Data team representatives Principals, some Cabinet members, C&I representaatives to support multilingual/teacher needs, Communication Department staff
Potential Costs	Unknown at this time, but not expected to be significant