Key Information   * Target Audience:       + Principal Katie Magnuson;       + Assistant Principal Nicole Spicer;       + Faculty;   * Focus:       + Students’ performance;   * Current Situation:       + Initiating. This presentation focuses on enhancing the learning performance of Skinner North Elementary School students and specifying goals for the 2017-2018 school year (Illinois Report Card, 2017c). The key characteristics of the identified school include high engagement rates, relatively high average learning performance, and good discipline. In order to support the focal indicators that were presented in detail in the data picture of the school, it is essential to formulate strategic goals and outline an action plan. At this point, it is necessary to note that the current situation associated with this plan can be described as initiating as the administration has come up with major strategic goals and budgets, but there is still no exact plan in place. Whereas, the development of programs to address the established goals is encouraged. District Goals   * To improve standardized test scores and local assessments scores especially as it pertains to math, English (reading/writing), and science.   * To monitor student academic progress in order to improve the graduation rate.   * To ensure that all District 215 courses are aligned to the New Illinois Learning Standards and that on-going evaluation of that curriculum occurs with revisions as needed.   * To create and monitor a Four Year Academic Plan for every student to maximize post-secondary opportunities.   * To increase student, family, and community engagement.   * To produce technology literate (digital literacy) students who can access information via multiple platforms. Achievement Gap The school is characterized by its students’ good performance. The students’ scores range between 80 and 100%, which is far beyond the state or district average. These promising data still reveal an alarming trend associated with different opportunities for different groups. For instance, the achievement gap between low-income and non-low-income students increased significantly during past three years. For instance, it was 13% in 2016, but it reached 18% in 2017 (Illinois Report Card, 2017a). As far as another vulnerable group is concerned, students receiving individualized education programs also have poorer achievements as compared to the students who do not receive IEPs. The achievement gap decreased as compared with the results of 2016, but it is higher than the figures of 2015. Student Demographic Data To evaluate the situation and develop the most appropriate intervention, it is essential to analyze certain demographic data. Importantly, the rates of low-income students and those receiving IEPs are quite small. For instance, 12.5% of the student population is constituted by low-income students while 4% of students get IEPs (Illinois Report Card, 2017b; Illinois Report Card, 2017d). It is possible to assume that the small number of the target population can be associated with a comparatively small amount of the needed resources. Moreover, the number of students who will participate in the program is quite small, so it can be easier to take into ac