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District presents SPPS 2033 plan emphasizing equity and student voice; directors ask to include paraprofessionals
Summary
Dr. Stacey Greer outlined the SPPS 2033 engagement model — a project team, advisory task force with student members, virtual and facilitated engagement, and planned strategy action teams — and directors asked the district to ensure paraprofessionals and other staff voices are intentionally included.
Dr. Stacey Greer, the district's executive chief of equity strategy and innovation, presented the SPPS 2033 strategic plan engagement model to the committee on March 3, describing an iterative process of data collection, strategy formation and repeated engagement through March–June.
Greer said the district will use a small project team meeting weekly, an advisory task force of about 37 people that includes students and parents, leadership-facilitated engagement and an online ‘thought exchange’ forum. "The fourth area that is very important in our process is student voice," she said, noting students are active members of the advisory task force and staff plan student convenings to gather feedback on draft strategies.
Directors praised the emphasis on equity and student input but raised concerns about outreach and representation. One director said, "one thing that I feel like is missing is, just the voice of the paraprofessionals," noting paraprofessionals work closely with students who may not speak up. Board members also asked how the district would increase participation after low turnout for virtual meetings; Greer said leadership-facilitated engagement, targeted outreach through principals and school networks, and additional engagement channels will be used to widen participation.
Greer said the district has launched a public website for the plan and will provide monthly updates. Strategy formation action teams are scheduled to start in May; staff said drafts of strategies and further community engagement will continue through April and May, with board updates as pieces of the plan are developed.
