Superintendent unveils three strategic goals to elevate classroom instruction, belonging and college- and career-readiness

Dr. Joyner, Christina School District superintendent, and district staff presented a needs assessment on Aug. 12 and proposed three strategic goals for the 2025–26 school year aimed at improving classroom instruction, student belonging and postsecondary readiness.

The district said it identified a priority to “elevate the quality of Tier 1 classroom instruction for all students” after third‑party classroom walkthroughs found that roughly 28% of lesson time demonstrated what the district called “strong instruction.” The district described targeted professional development, coaching cycles, and clearer organization of curriculum resources as strategies to raise that percentage.

The three goals the district proposed are: (1) strong Tier 1 instruction that supports grade-level proficiency in core content; (2) a stronger student sense of belonging in classrooms, schools and communities, with targets to reduce chronic absenteeism and exclusionary discipline; and (3) improved college and career readiness, including more students completing advanced placement, dual-enrollment or three-course CTE pathways.

District staff said they reviewed multiple data sources—student achievement diagnostics such as i‑Ready for K–8, classroom walkthroughs in seven schools, and attendance and climate measures—when setting the priorities. Staff noted steady year‑over‑year gains in math and ELA proficiency of about one to two percentage points but persistent gaps for multilingual learners and students with disabilities.

Strategies listed in the presentation included organizing access to curriculum materials, dedicating time to unpack the “Christina 7” instructional framework, observing and coaching teachers using common instructional expectations, and expanding ninth‑grade supports such as a ninth‑grade academy and scheduling adjustments.

Board members praised the work during discussion. Board member Dr. Trout called the plan “ambitious” and said it aligned with a focus on student outcomes; another member highlighted the district’s plans for dual enrollment and CTE pathways as a way to give students marketable skills.

Discussion vs. formal action: the presentation and goals were placed on the board’s agenda for discussion and for further consideration at a board workshop scheduled Aug. 26; the board did not adopt binding, multi‑year targets or amend policy during the Aug. 12 meeting.

Ending: The district plans to continue community listening sessions and refine goals at a subsequent workshop and through additional data analyses before adopting long-term targets.