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O'Fallon Township High School District 203 sets KPIs and targets for academic and school-culture goals
Summary
The district's education committee recommended a set of key performance indicators and annual targets — including a graduation rate target of 93% and a chronic absenteeism target of 19% — to guide a multiyear continuous-improvement process.
The O'Fallon Township High School District 203 education committee presented a set of key performance indicators (KPIs) and annual targets to the full board as part of the district's continuous-improvement cycle.
Board member and education committee lead Graham told the board the committee had narrowed an initial list of potential measures and recommended a concise set of indicators tied directly to district goals. For academic achievement the committee selected graduation rate, ninth-grade-on-track rate, ACT (baseline year), and program enrollment (AP/honors, dual credit, arts, CTE and world language). For school culture the committee recommended chronic absenteeism, extracurricular participation, behavior-data measures framed positively (percent of students not excluded/suspended), and student-survey results.
The committee set an annual target of a 93% graduation rate (the presentation noted the state 'perfect' value is 93%; district recent rate cited at 91.4%), and a ninth-grade-on-track target in the 90–91% range. The ACT year will serve as a baseline because state cut scores are unsettled, and program-enrollment targets will be set for the 2025–26 school year after course selection completes. For school culture the chronic-absentee target is 19% (down from about 24% two years prior, with 21.2% in the most recent reported year); behavior targets are phrased as seeking 80% of students to have no class exclusions or suspensions.
Committee members described the KPI process as multiyear: select indicators, set annual targets, research and plan interventions, implement, measure, and adjust. The committee recommended keeping most KPIs for roughly five years to allow interventions time to affect outcomes. Committee members also reported early research into demographic gaps in program enrollment and noted dual-credit enrollment demographics were closer to district composition than AP/honors enrollment.
The board discussed how to evaluate whether a specific intervention is responsible for observed changes in KPIs and heard that teams implementing programs will track more granular measures while the district-level leaders synthesize results for the board. The committee said it would continue the target-setting and report back to the board annually.
