Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Strategic Plan topic
No spam. Unsubscribe anytime.
Colton Joint Unified unveils Design Plan progress and Vision 2030 commitments
Summary
Superintendent Dr. Miranda and the Design Plan advisory team presented implementation milestones across professional learning, equity, literacy and program pathways, and outlined three commitments to guide a Vision 2030 framework focused on learner profiles, project planning systems and localized learning models through June 2027.
Superintendent Dr. Miranda told the board the district is transitioning its five-year design plan into a unified Vision 2030 framework that will define what students must know, be able to do and become by graduation. "We are now transitioning from the current design plan to a unifying 2030 framework," Dr. Miranda said, describing three commitments to guide work through June 2027: deep project planning and system launches, development of a CJUSD learner profile and pre-K to 12 learner progressions, and a localized learning model.
Members of the design advisory described progress across five pillars. Director Jody Murphy outlined a professional learning expansion and an evidence framework that will allow site leaders to measure effectiveness. Dr. Nairi Clark summarized equity work including safe spaces, Umoja clubs, AI literacy initiatives and a forthcoming African American action plan. "Our student voice is driving meaningful systems change," Clark said, reporting podcast downloads and task-force activities.
The literacy task force said the district is aligning reading-screening practice with state laws (referenced as SB 114) and will use a reading screener and communication protocols for families; the presenters recommended earliest and latest windows for screening and a 45-day timeline to communicate results to parents. "The requirement is that LEAs must annually screen all students in kindergarten through second grade," the literacy lead said, citing state timing requirements.
Ethnic studies, dual-immersion expansion and inclusive-practices task force accomplishments were also described: the district has developed three courses meeting ethnic-studies requirements and has launched AP African American studies at Bloomington High; dual-immersion programs expanded at multiple elementary sites; and the innovative practices task force advanced inclusion for students with disabilities.
Board members commended the advisory team for sustained implementation since 2019 and asked clarifying questions about special education supports, data measures and parent engagement. Superintendent Miranda said the next phase will operationalize learner profiles and align governance, strategic plans and classroom practice to the Vision 2030 roadmap.
