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Omaha Public Schools board adopts 2026–2030 strategic plan aiming for 'moonshot' literacy goal
Summary
The Omaha Public Schools Board unanimously approved a 2026–2030 strategic plan focused on a single measurable goal: all students reading on grade level by 2030. The plan emphasizes aligned instruction, focused actions, and an accountability model with transparent reporting and implementation workshops.
The Omaha Public Schools Board on March 23 unanimously approved the district’s 2026–2030 strategic plan, a systemwide initiative that sets a single, time‑bound goal: all students reading on grade level by 2030.
Superintendent Ray and district leaders presented the plan, which they described as built from two years of community engagement, teacher work groups and pilot implementations. "All students will read on grade level by 2030," Dr. Chisum said, framing that outcome as the plan’s ‘‘moonshot.’’ Presenters said the plan rests on three pillars—alignment, action and accountability—and on foundational conditions such as instructional leadership, staffing and professional learning.
District staff described how pilot schools have begun adopting structured literacy practices, professional learning tied to the science of reading, and improvement cycles to monitor classroom practice. Principals who presented cited gains in literacy and other indicators at pilot sites; one principal reported gains in reading and reductions in chronic absenteeism after implementing focused strategies.
The plan lays out a measurement framework with summative and progress indicators. Suzanne Kramer, the district’s chief school improvement officer, said the framework separates externally reported student outcomes from internal implementation measures used for continuous improvement. The district plans at least two implementation workshops (April and June) and will publish an executive summary and Spanish translations of plan materials for families.
Board members pressed for concrete examples from work groups, evidence linking literacy investments to graduation and attendance, and clarity about supplemental resources for early childhood. Presenters pointed to peer‑reviewed evidence in the plan’s "case for literacy," pilots of structured literacy curriculum, expanded professional learning for secondary teachers and plans to pilot early‑childhood literacy resources.
After discussion, the board voted by roll call; the clerk announced the motion passed unanimously. The approved plan will guide district priorities, with regular public reporting on moonshot outcomes and key progress metrics.
