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. Listed under each core area are the key performance indicators and the percentage at which they contribute to the overall rating for the core area to which they belong.
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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 ensure 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 & ELA 20%
- School District Budget Aligned to Core Areas of the SDR Strategic Plan & Golden Circle 25%
- 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 Recruitment 15%
- Staff Retention - All Staff-Turnover Data 15%
- Staff Retention - 1st year Data-all Staff 15%
- Data Driven Collaboration (PLC's) 15%
- Student Learning 15%
- Student Experience 15%
- Student Environment 15%
- Student Connection 15%
- Student Engagement in Activities 20%
- Family Connectedness 10%
- Community Connectedness 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 continues to meet expectations on the district report card. Graduation and chronic absenteeism rates surpass the state average, and achievement scores in both Math and English Language Arts (ELA) are trending positively.
- OPPORTUNITIES FOR IMPROVEMENT - There is an opportunity to increase achievement in English Language Arts and Mathematics for target groups in the bottom 25% of performance.
- 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 - The district met or exceeded goals in all indicators, except for achieving 80% or more of students receiving a C- or better in Algebra 2. Significant growth has been made in the percentage of students meeting life readiness requirements, and career readiness remains strong. The ACT Composite score also improved by 0.9 points, from 18.4 in 2023 to 19.3 in 2024.
- OPPORTUNITIES FOR IMPROVEMENT - Focus on increasing the percentage of students receiving a C- or better in Algebra 2 to meet the goal of 80% or more. Additionally, continued efforts should be made to further enhance life readiness and sustain the growth in career readiness.
- 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 - Students in the School District of Rhinelander demonstrated an increase of 0.9 points on the ACT Composite score, rising from 18.4 in 2023 to 19.3 in 2024. This brings the district within 0.1 points of the state average.
- OPPORTUNITIES FOR IMPROVEMENT - There is an opportunity to close the small gap between the district’s ACT Composite score and the state average, aiming to meet or exceed the state benchmark.
- 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 - Although PreACT results from the Freshman year of the 2023-2024 Junior class are unavailable due to a change in state assessments, the group’s composite score on the PreACT during their sophomore year (2022-2023) was 17.3. Their composite score on the 2023-2024 ACT improved to 19.3, showing a notable 2-point growth within one academic year.
- OPPORTUNITIES FOR IMPROVEMENT - In the second year of utilizing the Fall ACT screener, the district will implement the online version of the assessment. This will provide more immediate feedback to support the design and delivery of targeted instruction, helping students plan their career and academic pathways more effectively.
- 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 - Over 40% of students demonstrated proficiency at the Meeting or Advanced level on the Spring 2024 Forward Exam. This represents nearly a 10% increase from the previous year, marking the highest percentage in recent history.
- OPPORTUNITIES FOR IMPROVEMENT - Continued monitoring and support are needed for the growth of target groups in the bottom 25% of performance to further enhance overall achievement in Math and ELA.
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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 capital referendum provides an opportunity for our district to greatly improve its technical education facilities as well as updating offices, classrooms, and restrooms.
- 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 increase its fund balance over the past decade with the exception of major facility improvements which were completed without a referendum. The 2022-23 year ended with a 40% fund balance after several major capital projects. The 2023-24 school year ended with an approximate fund balance of 31% while maintaining all programming.
- OPPORTUNITIES FOR IMPROVEMENT - The fund balance is projected to decline unless the State changes the funding amount for schools. We may need to explore a new operating referendum in order to maintain our programs.
- 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. A new entrance is being built for JWMS to improve security for the staff, students, and public.
- OPPORTUNITIES FOR IMPROVEMENT - The District will review its safety plan and provide a review of drills and procedures for all staff each year. We continue to work with our Resource Officer to keep all staff up-to-date with 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 - Student Chromebooks are being updated every year in accordance with the technology plan. Training is 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 - Our overall employee engagement score continues to improve; for 2023 engagement was 3.97 on a 5-point scale.
- OPPORTUNITIES FOR IMPROVEMENT - For 2024 we are changing our employee survey tool to further gauge engagement and satisfaction. The new tool will provide a broader and deeper look into the employee experience.
- 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 - Our overall employee satisfaction continues to improve; for 2023 satisfaction was 3.78 on a 5-point scale.
- OPPORTUNITIES FOR IMPROVEMENT - For 2024 we are changing our employee survey tool to further gauge engagement and satisfaction. The new tool will provide a broader and deeper look into the employee experience.
- 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 - We continue to ‘Tell our Story’ through multiple media sources which has positively impacted our recruitment efforts and resulted in our ability to successfully fill the majority of our open positions.
- OPPORTUNITIES FOR IMPROVEMENT - Continue to explore and utilize non-traditional recruitment platforms and strategies to increase our candidate pipeline.
- 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 had our lowest aggregate turnover at 6.21% for the 2023-24 school year.
- OPPORTUNITIES FOR IMPROVEMENT - To continue to analyze our district data based on a three-year rolling average and to equip our leaders with building-specific data.
- 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 - Enhancements of our new employee onboarding and orientation processes as well as targeted professional development during the first year of employment.
- OPPORTUNITIES FOR IMPROVEMENT - To continue to monitor our retention based on a three-year rolling average.
- DESCRIPTION - Professional Learning Communities (PLCs) in schools are collaborative groups where educators regularly meet to share expertise, analyze student data, and work together to improve teaching practices and student outcomes. These communities focus on continuous professional development and collective responsibility for student success. By fostering a culture of shared learning and accountability, PLCs aim to enhance educational effectiveness across the school.
- WHY THIS MATTERS - Professional Learning Communities (PLCs) are vital for school improvement because they foster collaboration among educators, leading to the sharing of best practices and innovative teaching strategies. By focusing on data-driven decision-making, PLCs help identify and address student learning gaps, enhancing overall academic achievement. Additionally, PLCs build a culture of continuous professional growth, ensuring that educators remain responsive to the evolving needs of students
- CELEBRATIONS - We’re proud to see our staff’s commitment to our Hodag Circles of Success and Strategic Plan. The efforts associated with the areas outlined continue to advance our mission of continuous improvement and student success.
- OPPORTUNITIES FOR IMPROVEMENT - There is a need to strengthen the use of common formative assessments and assessment review protocols. This will ensure a more consistent and impactful approach to supporting student achievement.
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- DESCRIPTION - Student learning refers to the process through which students acquire knowledge, skills, attitudes, and values through instruction, experience, and study. It encompasses both cognitive development and the application of understanding to real-world situations.
- WHY THIS MATTERS - Student learning matters because it equips individuals with the knowledge and skills necessary to succeed in life, contributing to personal growth and future opportunities. It also forms the foundation for a well-informed and capable society, driving progress and innovation.
- CELEBRATIONS - SDR has a great pulse on our students’ levels of engagement as 85% of 4th - 12th graders participated in the engagement and connectedness survey. SDR provides a culture of learning as 90% of students agree they try their best at school and 85% of students agree their parents/guardians help them with school when they are asked.
- OPPORTUNITIES FOR IMPROVEMENT - SDR will continue to improve on instructional practices which facilitate student transfer of knowledge as 52% of students agree they talk to people outside of school about their learning.
- DESCRIPTION - Student experience refers to the holistic journey a student undergoes during their time in an educational setting, encompassing academic, social, and extracurricular activities. It includes all interactions and environments that influence a student’s learning, personal growth, and overall satisfaction.
- WHY THIS MATTERS - Student experience is crucial for a school district because it directly impacts student engagement, satisfaction, and academic success, which are key indicators of the district’s effectiveness. A positive student experience also enhances the district’s reputation, attracting families and fostering a supportive community environment.
- CELEBRATIONS - SDR involves an engaging and comfortable learning experience as 76% of students indicate their teacher calls on them during class and 73% of students agree they can be themselves at school.
- OPPORTUNITIES FOR IMPROVEMENT - SDR will continue to improve the relevancy of students’ tasks as 52% of students indicate the homework and projects they are assigned helped them learn and are more than just busywork.
- DESCRIPTION - Student environment in a school district refers to the overall atmosphere and conditions within schools, including the physical, social, and emotional aspects that affect student well-being and learning. It encompasses everything from classroom settings and school safety to relationships with peers and staff, shaping the daily experiences of students
- WHY THIS MATTERS - Student environment matters for a school district because it directly influences student well-being, engagement, and academic achievement, creating a foundation for effective learning. A positive environment fosters a sense of safety and belonging, which is essential for students to thrive and for the district to meet its educational goals.
- CELEBRATIONS - SDR provides a safe learning environment as 82% of students indicate they feel safe at school.
- OPPORTUNITIES FOR IMPROVEMENT - SDR will continue to improve on student behavior expectations and administrative procedures that will engage and promote positive student behavior as 44% of students agree that most kids at school follow the rules.
- DESCRIPTION - Student connections in a school district refer to the meaningful relationships students build with peers, teachers, and the broader school community. These connections are vital for fostering a sense of belonging, engagement, and support, which contribute to overall student well-being and academic success.
- WHY THIS MATTERS - Student connections matter for a school district because strong relationships foster a supportive and inclusive school culture, which enhances student engagement, motivation, and academic performance. These connections also contribute to lower dropout rates and improved mental health, helping the district achieve its educational and social goals
- CELEBRATIONS - SDR establishes a learning environment in which students feel they belong and establish healthy relationships as 92% of students agree they have friends at school and 89% of our students agree their teachers treat them with respect.
- OPPORTUNITIES FOR IMPROVEMENT - SDR will continue to improve on peer relationships as 69% of students indicate their peers treat them with respect.
- 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 students outside of the school day. In fact, 76% of elementary students participated in a school or community activity.
- OPPORTUNITIES FOR IMPROVEMENT - SDR and the community continue to find new opportunities for our school-aged students to be involved. It is important that we work together to make students and families aware of these opportunities and increase the participation level of students at all grade levels.
- 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 continued to grow in the level of family connectedness from year to year. Out of the 243 family respondents (with students in school) SDR has a connectedness level of 7.5 out of 10. Families indicate SDR continues to provide significant family opportunities via the Hodag Dome and facilities, extracurricular offerings, academic offerings, and community program offerings.
- OPPORTUNITIES FOR IMPROVEMENT - Although significant growth has been shown over the past three years, SDR families indicate that SDR can continue to improve in the areas of mental health support and academic offerings.
- 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 continued to grow in the level of community connectedness from year to year. Out of the 327 community respondents (without students in school) SDR has a connectedness level of 7.9 out of 10. Community Members indicate the Hodag Dome and facilities, extracurricular offerings, academic offerings and community program offerings continue to demonstrate significant improvements from year to year.
- OPPORTUNITIES FOR IMPROVEMENT - Although significant growth has been shown over the past three years, SDR Community members indicate that SDR can continue to improve in the areas of mental health support and academic offerings.
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