Farmington board reviews new strategic dashboard and school design blueprint

Farmington Public School District Board of Education members on Tuesday reviewed a newly assembled strategic planning dashboard and the district’s school design blueprint as administrators described early implementation data and next steps.

The dashboard compiles metrics administrators said will be updated regularly to track progress on discipline, demographic representation, access to advanced coursework, social-emotional supports and measures of instructional innovation. District presenters called the school design blueprint a framework for translating the district’s vision and “profile of a lifelong learner” into day-to-day practice in classrooms.

District staff said the dashboard currently includes discipline metrics through March that show decreases in reported incidents. “In 02/23–24 we had 44 incidences. And in the 02/24–25 school year, we are at 15,” the presenter said, describing “a 66 percent decrease in those types of behaviors and a 69 percent decrease in racially motivated harassment.” The presentation also flagged a year-over-year increase in staff participation in authentic-learning professional development and the district’s professional learning goals aimed at shifting instruction toward meaning-making and transfer.

Administrators described several specific indicators on the dashboard: student and staff demographic tracking intended to improve representation among staff, a 9.1 percent increase in third–fifth graders completing Xello career development lessons, a decline in Career and Technical Education (CTE) enrollment that the district said it would investigate, and a 21 percent decline in Care Solace referrals that resulted in service agreements — an item staff said will be examined to determine whether the drop reflected fewer connections to providers or improved supports within schools.

Rhonda Henry walked the board through the school design blueprint, which district staff said was “inspired by Extraordinary Learning for All” and is organized around district anchors (mission, vision and graduate aims), the student experience, and system elements (community partnerships, scheduling/staffing, space/facilities, curriculum and technology). Henry said the blueprint will be represented on a one-pager and be available on the district website.

Board members asked several implementation and measurement questions. Trustee Walker asked whether the decline in CTE participation might relate to middle‑school offerings; staff said they would return with deeper analysis. Trustee Heinrich and others asked for clarification about how the district measures “transfer” (students applying knowledge to new, real‑world tasks); staff described transfer as frequently evaluated with rubrics or project‑based assessments and said they would aim for transfer tasks to represent “25 to 30% of that pie” over time while preserving acquisition and meaning-making components.

Administrators said more up-to-date data would appear on the dashboard after the end of the school year and that the district will continue to report both implementation measures (professional development hours, resource adoption) and impact measures (local and state assessments) to show progress.

The board did not take formal action on the dashboard or blueprint at the meeting; presenters said further updates and data will be presented at the board retreat and in fall reporting.

Looking ahead, staff said the district will publish the dashboard on the district website, continue quarterly updates, and follow up on specific items requested by trustees, including CTE enrollment drivers, Care Solace referral-resolution rates, and updated discipline figures through the school year end.