Strategic Plan
District Strategic Plan
Our Mission:
Maximize student achievement by cultivating: critical thinking skills, innovative instructional practices and a collaborative school, home, and community partnership.
Belief Statements:
We believe student achievement is maximized when:
- The self-worth of each child is nurtured within a diverse and inclusive environment
- Students are engaged in a rigorous, culturally relevant and innovative learning experience
- Educators apply results-driven instructional practices
- Teachers and staff are engaged in continuous professional development
- Parents, students, staff and community collaborate
Success Formula
- Highly skilled and dedicated staff
- Positive family atmosphere
- Effective communication
- Strong and varied educational supports for all students
- Wide variety of extracurricular opportunities for all students
- Effective professional development
2026 - 2029 Strategic Plan
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The district believes that student learning thrives when teaching and learning is intentional, evidence-based, and responsive. Teaching & Learning includes structured, data-informed instruction, collaborative professional practices, clear learning goals, and consistent monitoring of student progress to ensure success across all grade levels.
Goal: Sunnybrook SD 171 will build an innovative teaching and learning system in which every student experiences challenge, support, engagement, and clear pathways for academic growth.
1.1 – Strengthen districtwide MTSS, intervention, and small-group instructional systems so students receive timely, targeted academic support across grade levels.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2027 Informal administrative walk-throughs Monthly data team meetings Universal screener with consistent documentation in place. Staff is trained on the MTSS documentation tool. 2027-2028 Informal administrative walk-throughs Monthly data team meetings Disaggregation of data training for teachers/ related service staff. Staff is trained in analyzing data and implementation. 2028-2029 Informal administrative walk-throughs Monthly data team meetings Teacher /related staff will demonstrate knowledge and consistent usage of disaggregated data. All teachers/staff will implement disaggregation of data using the common documentation tool. 1.2 – Expand rigorous, engaging, and future-focused classroom experiences through hands-on learning, project-based learning, enrichment, and instructional practices that challenge both struggling and advanced learners.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2027 Project-based and interdisciplinary activities are present in lessons at least once a quarter. Administrator walkthroughs 50% of classrooms will demonstrate compliance. Introduction of additional play-based and project-based learning training. 2027-2028 Project-based and interdisciplinary activities are present in lessons at least once a quarter. Administrator walkthroughs 60% of classrooms will demonstrate compliance. In 60% of classrooms, instructional practices will be consistently evident, students will be actively engaged, and teachers’ lesson plans will reflect differentiated instruction based on student readiness levels and opportunities for enrichment. 2028-2029 Project-based and interdisciplinary activities are present in lessons at least once a quarter. Administrator walkthroughs 70% of classrooms will demonstrate compliance. Practices will be fully embedded across schools, with classrooms consistently offering rigorous, engaging, future-focused learning experiences for all students. 1.3 – Expand personalized pathways for students by improving differentiation, advanced learner opportunities, tutoring access, and academic supports for varied readiness levels.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2027 100% of K–5 classrooms will use standards-based grading (SBG). 50% of classrooms will provide differentiated instruction, tutoring access, and enrichment opportunities. Administrators will document evidence of flexible grouping and varied supports by conducting walkthroughs. SBG is consistently implemented in K–5. Peer tutoring structure introduced. SBG is implemented in K–5 with common expectations. At least 60% of classrooms demonstrate differentiated instruction. Tutoring opportunities are investigated at each school. 2027-2028 Classrooms demonstrate differentiation, tutoring access, and enrichment opportunities. Increased by 20% of K–5 students receiving targeted tutoring, intervention, and enrichment. At least 65% of classrooms demonstrate strong differentiation. Student growth shows for all students by 10%. 2028-2029 60% Student growth and achievement data across readiness levels. Personalized learning pathways and SBG are in place. All schools provide access to peer tutoring, intervention, and enrichment pathways. At least 60% of students receiving targeted supports demonstrate expected growth. -
The district believes that fiscal responsibility, transparency, and strategic partnerships are essential to sustaining excellence and meeting the evolving needs of students and the community. Securing the Future includes sound financial management, transparent decision-making, strategic planning, facilities and technology investments, and partnerships that strengthen the district over time.
Goal: Sunnybrook SD 171 will build long-term sustainability by aligning resources, partnerships, and facilities with the experiences and opportunities students need for future success.
2.1 – Expand future-readiness opportunities for students through practical life skills, career awareness, business and community partnerships, safe and modern learning environments, and sustained investment in staff and student programs.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2027 The district will identify the number of active business/community partnerships supporting student programming. Identify the current percentage of students completing at least one career awareness activity and the total number of active industry partnerships. Establish a list of community and wider-area partners. 2027-2028 Student readiness survey results measuring perceived preparedness for college/career/life (baseline vs. +15% increase). Establish baseline scores from the annual Student Engagement Survey and current School Safety Audit compliance rates. Achieve a 10% increase in favorable responses regarding "Instructional Challenge" and "Relevance of Learning," ensuring that at least 75% of students report high engagement on the 5 Essentials. 2028-2029 Facility safety/modernization indicators tied to learning environments-based Life Safety Plan are identified. Maintain increased safety audit compliance; achieve increased "High Engagement" rating on student surveys. Resolve 100% of critical safety findings identified in the baseline audit and establish a standardized monthly "Walk-Through Checklist" for all site administrators. 2.2 – Modernize and maintain facilities, safety systems, accessibility features, and technology infrastructure in ways that protect learning, build confidence, and support long-term district stability.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2028 Updated 5-year facilities and maintenance plan
Updated Technology Plan
Current state of facilities and technology infrastructure before audit. Initial progress on fixing high-priority issues and developing improvement plans. Implementation of the 5-year improvement plan and ongoing maintenance. Completion of full audit and identification of high-priority issues. Achieve 80% resolution of high-priority issues. Achieve 100% compliance with safety and accessibility standards. Sustained reduction in emergency repairs and continued 100% compliance with safety and accessibility standards. 2.3 – Strengthen staffing stability and organizational sustainability by improving recruitment, support structures, and working environment for employees across the district.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2029 Staff turnover rate Staff satisfaction survey results Current staff turnover rate and satisfaction levels.
Initial impact of new strategies on turnover and satisfaction. Continued progress in turnover reduction and satisfaction increase.
Implement new recruitment strategies and initial support structures.
Reduce turnover by 15%; increase staff satisfaction by 10%.
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The district believes that strong partnerships with families and the community are critical to student success. Family & Community Engagement reflects fostering two-way communication, meaningful collaboration, clear and consistent communication, inclusive involvement opportunities, and responsiveness to stakeholder voice in ways that build trust, shared ownership, and collective support for district priorities.
Goal: Sunnybrook SD 171 will create a relationship-centered engagement system in which families and community partners are informed, welcomed, supported, and actively involved in student success.
3.1 – Increase family and community participation in school life through stronger volunteer pathways, family education and support opportunities, and partnerships that connect schools more deeply to businesses, service providers, and the Sunnybrook and the wider Lansing-Lynwood community.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2027 Number of family engagement events, volunteer opportunities, and community partnership activities.
20% increase of schools offering family education or support sessions.
Attendance and participation data from families and community partners.
Family and community engagement opportunities exist but are inconsistent across schools.
Volunteer pathways are limited or not clearly defined.
Partnerships with community organizations are developing but not yet fully coordinated.
Each school will offer at least 2 family education or support opportunities.
Each school will establish at least 1 clear volunteer pathway.
Every school will identify at least 2 community partnership connections.
2027-2028 15% family attendance at school events and support sessions.
10% increase in active volunteer participants.
Number of active partnerships with businesses, service providers, and community groups.
Engagement is improving, but participation is not yet consistent across all schools.
Some families and partners are involved regularly, while others are not yet connected.
Family participation in school events will increase by 15% from 2026-2027.
Volunteer participation will increase by 20% from 2026-2027.
Each school will expand partnerships to at least 2 active community partners.
2028-2029 25% improvement of family participation rates.
15% improvement of volunteer participation rates.
10% improvement of the number and quality of sustained community partnerships.
Feedback on family and community engagement and access survey.
Family and community engagement structures are in place but still growing in consistency and depth. Family participation in the schools will increase by 25% from the baseline established in 2026-2027.
The schools will maintain active volunteer pathways.
The district will sustain at least 4 active community partnerships.
At least 70% of families surveyed will report feeling welcomed and connected to the school community.
3.2 – Provide more structured support for families by offering workshops, support groups, and practical resources that help families navigate student learning, language barriers, special education needs, and school systems.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2027 Number of family workshops offered (4).
Maintain and update family resource materials.
Attendance at family learning events.
The district has a family resource list on its website. Offer at least 1 workshop per school each semester.
Provide clear, easy-to-use resources.
2027-2028 Participation rates in workshops and support groups increase by 5%.
Family feedback on the usefulness of supports.
Supports are in place, and parents are 50% aware. Participation rates in workshops and support groups increase by 5%. 2028-2029 Family participation in workshops and support groups.
Family survey data on confidence in navigating school systems.
Families are aware of where to find the resource list. Family participation will increase by 25% from 2026-2027.
At least 70% of families surveyed will report feeling more confident navigating student learning, language access, special education, and school systems.
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The district believes that consistency, fairness, and inclusiveness are foundational to a positive learning and working environment. Climate, Culture & Consistency encompasses school safety, belonging, positive relationships, shared expectations, and the consistent implementation of policies, practices, and supports that promote stability, respect, and accountability across the district.
Goal: Sunnybrook SD 171 will strengthen climate and culture by aligning behavior systems, accountability, recognition structures, and relationship-building efforts across the district.
4.1 – Strengthen districtwide systems for student behavior, bullying prevention and response, peer respect, and clear communication of rules and consequences so students experience school as safe, fair, and supportive every day.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2027 Establish districtwide behavior and bullying response expectations; train staff on procedures; collect baseline discipline, bullying, and climate data. Districtwide expectations and consistent response systems are not yet fully implemented across all schools. The district uses common behavior and bullying response procedures, and baseline climate/discipline data are established. 2027-2028 Monitor implementation of expectations, staff response consistency, and student understanding of rules and consequences; review discipline and bullying trends quarterly. Implementation data show the level of consistency across schools. At least 70% of staff demonstrate consistent use of district behavior and bullying response procedures, and student surveys show improved understanding of rules and expectations. 2028-2029 Evaluate reductions in behavior referrals, bullying incidents, and student reports of unsafe or unfair treatment; measure school climate and consistency of response practices. 2027-2028 school year trend data serve as the comparison point. Improve school climate indicators by at least 10%, reduce repeat behavior incidents and bullying reports, and show districtwide consistency in expectations, communication, and response procedures. 4.2 – Increase student belonging, voice, and connection by creating more regular opportunities for student check-ins, assemblies, transition supports, leadership input, and relationship-building across grade levels.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2027 Student participation rates in check-ins, assemblies, supports, and leadership opportunities.
Student surveys on belonging and connection.
Student belonging and connection practices are inconsistent across schools, and baseline and survey data are not yet fully established.
Current levels of student participation in check-ins, assemblies, and leadership opportunities; baseline student survey data on belonging and connection.
Each school establishes common belonging and connection practices, as well as baseline data.
Implement regular student check-ins, grade-level assemblies, and transition supports in all schools.
2027-2028 Student participation rates in check-ins, assemblies, supports, and leadership opportunities.
Student surveys on belonging and connection.
2026-27 Initial data on participation levels, student feedback from new programs and consistency. At least 70% of students report having regular opportunities to be heard, connected, and supported, while schools show increased use of student leadership and relationship building practices.
Expand student leadership opportunities, strengthen transition supports, and review student voice data and climate survey results.
Increased student participation in check-ins and assemblies; expansion of transition supports to all grade levels.
2028-2029 Student participation rates in check-ins, assemblies, supports, and leadership opportunities.
Student surveys on belonging and connection.
2027-28 School year survey and implementation data measuring participation in leadership opportunities, evidence of consistent check-ins, assemblies, and transition supports across grade levels. Achieve an increase in student participation in check-ins, assemblies, and leadership opportunities.
80% of students report a strong sense of belonging and connection in school surveys.
4.3 – Improve fairness and consistency in the implementation of policies and routines, so that students, staff, and families experience expectations as clear, equitable, and dependable.
School Year Measure / Indicator Baseline (Starting Point) Target (Annual Milestone) 2026-2027 Review existing policies and routines, identify areas of inconsistency, and establish baseline data from staff, students, and family feedback. Policy and routine implementation vary across schools and classrooms, creating uneven experiences for students and families. Districtwide expectations are reviewed, baseline consistency data are collected, and priority gaps are identified for improvement. 2027-2028 Monitor implementation of policies and routines through walkthroughs, discipline data, and stakeholder feedback; provide support and training where inconsistencies are found. Review 2026-2027 data to look for levels of inconsistency across the district. The district will demonstrate 70% consistent implementation of key policies and routines, and staff and family feedback indicate improved clarity. 2028-2029 Evaluate consistency in policy and routine implementation using walkthroughs, discipline/referral data, and survey results from students, staff, and families. 2027–2028 school year implementation data will serve as the comparison point. Districtwide consistency improves by at least 10%, and stakeholders report that expectations are clear, fair, and dependable.
Strategic Plan Overview
