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Board hears strategic plan road map update; vision card to drive measures
Summary
Superintendent Julie Nelson and cabinet leaders updated the board on implementation of the district strategic plan, described school improvement templates, student ambassador work, MTSS rollout and a multi‑color rubric (vision card) that will track district progress on desired daily experiences.
Superintendent Julie Nelson and executive directors presented a progress report on the district strategic plan at the April 10 board workshop, outlining timeline, roles, implementation steps and the vision card the district will use to track results.
Nelson told the board the plan—adopted May 18, 2023—established mission, vision, core values and strategic “buckets” and that the district has been turning those decisions into project plans and measurement tools for schools and departments. “It seems like just yesterday, we were starting our strategic planning work,” Nelson said.
Presenters described three interlocking instructional buckets—student experience, mastery of learning and student pathways—and two administrative buckets—operations (staffing/finance) and engagement/partnerships. Work cited included a school improvement plan (SIP) template giving schools a theory‑of‑action framework; expanded student ambassador groups used to gather student feedback and pilot surveys; and a districtwide MTSS (multi‑tiered system of supports) rollout intended to guarantee core instruction plus targeted acceleration or intervention.
Kelly Jansen, assistant superintendent, described student experience work including adoption of school‑level theories of action, conscious discipline pilots and student ambassador involvement in branding and cafeteria menu feedback. “We will create systems that promote positive student interactions, amplify student voice and welcome all students as part of our community,” Jansen said.
Tyrone Brookins and other cabinet members described mastery of learning strategies such as clarifying core instruction, targeted acceleration and a finalized “profile of a graduate” that lists competencies (resilience, communication, critical thinking and social consciousness) intended for all graduates. Leaders said the district is aligning professional learning, assessment and MTSS structures to those outcomes.
Operations and finance examples included construction projects (bond and lease levy), a districtwide “TrueTime” transition to time‑clock payroll for hourly staff, multifactor authentication rollouts for cybersecurity, and expanded professional development days. Engagement work described multilingual communications, a new phone‑based interpretation app and translated report cards.
The vision card—a one‑page dashboard linked to survey and administrative data—will use a color rubric (vision achieved/blue ribbon; making progress; requires intervention) to track “desired daily experiences” reported by students, staff and families. Nelson highlighted several measures that currently “require intervention,” notably district academic achievement in reading, math and science. She also noted the district’s unrestricted fund balance stood at 17.2 percent, above the board policy target of 16.6 percent.
Nelson said the district will commission a new community survey in late 2025 (November–December) and will post vision‑card updates online after the end‑of‑year data refresh. “A copy will be shared with the board, and posted online for our community and families,” she said.
The board did not take formal action; leaders said individual items will return to the board for decisions and that directors will coordinate timelines for school‑level implementation.
