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Board hears first reading of unified strategic and operational plan, discusses measures and reporting tools
Summary
District leaders presented a first reading of a unified strategic and operational plan, emphasizing fewer, higher-impact measures, a homegrown scorecard, Communities in Schools expansion, and an Infinite Campus conversion timeline; no board action was taken.
Fargo Public Schools staff presented a first reading of the district’s unified strategic and operational plan, outlining changes to measures, reporting tools and several operational priorities. The board discussed measure selection, implementation timelines and how the district will show progress; no action was required at this meeting.
Bill introduced the plan and told the board staff had reduced the total number of measures, saying principals had asked for “a few, high impact measures to work on instead of 200.” He said the district will build a homegrown scorecard to publish operational-plan progress and that Infinite Campus will replace PowerSchool with a September start to conversion, giving the district less than a year to go live on the new system.
Board members asked clarifying questions about measurement frequency and data availability. Jen (operations lead for culture and safety) and others described Communities in Schools: staff said the program is in its first year in Fargo and is operating in five locations — three comprehensive high schools, the alternative high school and one middle school — with a full-time social worker in each building. Jen noted Communities in Schools is intended to support metrics such as sense of belonging, attendance and mental-health supports.
Administrators said the district will continue to survey climate and culture three times per year and is developing a more targeted belonging survey that can be reported at the building level. Staff also demonstrated an early mock-up of a scorecard that would link operational-project tracking to measure-level progress, and said principals’ training and teacher readiness will be used as measures of success for the Infinite Campus conversion.
The board discussed when results should be monitored and how measures apply to early childhood special education (ECSE) programs. Administrators said ECSE progress reports were created this year and that some ECSE metrics will be comparable to K–12 measures, but that not every K–12 data point applies to ECSE.
The item was a first reading; staff said they will correct a couple of typographical errors before the second reading and will return the plan for board approval at a later meeting.
