Student Success Goals

  • student success goals


    1. Establish a district instructional framework for all grade levels Pre-K-12, based on high-yield best practice, culturally relevant strategies within a personalized learning environment so all children receive equitable educational experiences.


    SS 1.1 Consolidate current instructional practices and programs to establish district instructional framework.
    SS1.2 Create a three-year plan for roll-out, implementation, and monitoring, including deliverable presentations and workshops, walk-through tools, a lesson planning template and coaching protocols.


    2. Empower and support all student groups to meet growth and achievement goals.


    SS 2.1 Use the School Improvement Process to set growth and achievement goals for each school based on ESSA (Every Student Succeeds Act) targets.
    SS2.2 Determine district level targeted supports for traditionally underserved student groups and create a plan for deploying identified services.
    SS2.3 Review district programs and re-design to ensure a continuum of services to meet the needs of all learners.

    3. Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and District levels to
    positively impact students.


    SS 3.1 Continue to use the “backward design” process to develop and refine a culturally relevant and well-rounded curriculum that is vertically aligned across grade levels and promotes student engagement.
    SS 3.2 Continue to create common assessments and pacing guides for all courses.
    SS 3.3 Analyze disaggregated data after each common assessment, using an established data analysis, action planning protocol and racial equity impact assessment.
    SS 3.4 Provide training and support for administrators, coaches and teachers on building and implementing a data-driven culture.
    SS 3.5 Develop a district wide repository of Individualized Education Program (IEP) goals linked to monitoring and assessment measures for all teachers to use. Provide support to help teachers choose appropriate outcomes, measures and next steps to helping students move through the continuum of services.

    4. Develop a continuum of services to promote the social, emotional and academic development of all students.

    SS 4.1 Develop a communication plan that articulates the district’s vision as it relates to the implementation of a continuum of services that address social/emotional learning and mental health wellness.
    SS 4.2 Develop a district-wide vision and plan of action for social/emotional learning and mental health wellness.
    SS 4.3 Conduct social/emotional learning-related resources and needs assessment.
    SS 4.4 Design and implement professional development programs for support staff (counselors, social workers, teachers, administrators) to build expertise and capacity for social/emotional learning and mental health wellness.
    SS 4.5 Integrate social/emotional learning, mental health wellness practices and equity efforts with the district instructional framework.
    SS 4.6 Adopt and implement evidence-based programming to support Social Emotional Learning.
    SS 4.7 Identify and integrate K-12 social/emotional learning standards into curriculum, including after school and enrichment opportunities.
    SS 4.8 Implement ninth-grade academy.
    SS 4.9 Implement student transition plans.

    5. Create a culture and system of support which empowers, inspires, engages and encourages the school community to embrace diversity,
    inclusion and different learners.


    SS 5.1 Administer a student climate survey annually.
    SS 5.2 Continue Restorative Practices Training plan for all schools, to implement fully by 2021.
    SS 5.3 Facilitate a comprehensive counseling program that ensures all students have equitable opportunities by mitigating barriers to rigorous instruction and post-secondary opportunities.
    SS 5.4 Revise the existing Student Code of Conduct so that it is a restorative process that reduces discipline disproportionality.