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U-46 outlines 2025–26 school improvement plans; state Title I funds and staff time cited as main investments
Summary
District staff told the Board of Education that school improvement plans for 2025–26 tie to district strategic goals, are required for schools in targeted/comprehensive status, and that most supplementary state Title I funds in those schools pay for staff time and state-approved learning partners.
The U-46 Board of Education received an update July 21 on school improvement plans (SIPs) for the 2025–26 school year, including requirements and funding for schools designated by the state as targeted or comprehensive.
Brian Tennison, assistant superintendent of teaching and learning, said SIPs for schools in targeted or comprehensive status must be maintained for four years, include custom goals aligned to identified student groups, and have budgets that align directly to those plans. Tennison said the district aligns the SIPs to district strategic goals for early academics and social-emotional learning; safety, belonging and inclusion; and academic growth and mastery.
The presentation emphasized state grant requirements for schools in status and how supplemental funds are being used. "The vast majority of the funds, well over half, is for the staff to implement the school improvement plan," Tennison said, describing pay for extra hours, additional summer days and professional learning. He added that the district also pays state-approved learning partners in some cases.
Board Member Dawn asked whether the slide referencing Title I, Section 1003 grant funding comes from the federal government or the state. Matt Raimondi, director of assessment, accountability and student success, replied, "This one is from the state." The presenters said SIPs and associated budgets must be approved by both the school board and the state board.
Tennison described implementation supports the district provided this year: a calibrated SIP template, full examples, a menu of high-impact instructional practices, and reflection and monitoring templates. Schools will monitor student-impact indicators quarterly and report monthly progress as on-track or off-track with required explanations for SIP teams.
District staff said executive directors are meeting regularly with principals to develop action plans to address disproportionalities and that new curriculum resources and assessments aligned to state tests will be implemented in the coming school year.
Tennison closed by outlining next steps: monthly, quarterly and annual monitoring systems, plus beginning-, middle- and end-of-year reflections to track progress against SIP goals.
The Board did not take a vote on the SIP presentation; it was provided as an informational update.
