Safety & Wellness:

• The District providing effective, efficient, state of the art security measures to support physical and emotional safety in schools so students are ready to learn  

• Schools embracing inclusion and diversity by encouraging, respecting, and celebrating individual uniqueness

• Students feeling safe to explore innovative ideas, to identify self-awareness, develop personal growth and self-expression while appreciating differences in others

• Schools providing the opportunity and processes for students to develop social emotional skills by facilitating opportunities to navigate feelings, discern safety, and set boundaries for mental and emotional wellness  and  to make decisions that reflect empathy, respect, and collaboration  

Teaching & Learning:

• Students and teachers creating a shared sense of classroom community while working together to design learning experiences and reflect on student outcomes

• Students and teachers feeling empowered, encouraged, and accepted

• Curriculum that is comprehensive and always evolving 

• Teachers and staff differentiating in academics and extracurricular activities

• Students engaging in real-world learning experiences that promote critical thinking, collaborative problem solving, and grit

Leadership & Governance:

• Policies and decisions being made based on data and student outcomes

• Ample opportunities for student and staff leadership 

• District decisions being made collaboratively and with the rationale clearly communicated to stakeholders

• Professional development that is diverse, data driven, forward thinking, and valued 

Community & Culture:

• Kindness and respect being modeled, and students feeling safe to take academic risks while working in a warm and welcoming learning environment

• Educational professionals inspired to collaborate, plan together, and engage with the professional community

• Schools partnering with parents and organizations in an effort to teach and model diversity, equity, and inclusion 

• Open communication among stakeholders that is built on a foundation of strong relationships with mutual respect among teachers, students, families, and all district professionals.

Finance & Facilities:

• Financial planning approached with resourcefulness and creativity, with clear accountability and transparency in decision-making

• Facilities and resources managed to maximize sustainability on a local and global scale

• Spending that reflects the values as listed in our values statement

• Social and emotional learning needs to be prioritized as much as academics.

• Providing an environment that facilitates safe risk taking contributes to student growth.

• Our community should see rules and procedures as reflective of respect and shared values as opposed to control. 

• Building relationships fosters academic, emotional, and social growth for our students as well as more effective communication among our community. 

• All members of the community should model respect and kindness.  

• Social, emotional, academic, and physical learning looks different for each child.

• School should be a student’s base; community, belonging, and happiness.

• We need to acknowledge our changing community.

• Leaders should be immersed in, and responsible for enhancing the learning process. 

• Good governance encourages people to participate and understand the process.

• Leaders should model what they expect, learn from the past, and look to the future.

• Balancing accountability and transparency with agility and the need to be creative is critical.

• Change is inevitable, but the right mindset can lead to extraordinary things. 

• The human rights to equity, inclusion, belonging, and physical safety extend beyond the classroom and are essential for learning.

• Sustainable schools can have an impact on the broader, global community.

• Decisions should be data driven, aligned to long-range planning, and based on student needs.

• District leadership should support creative and innovative learning opportunities.

• Students should be given opportunities to mimic real life discovery within safe parameters. 

• Good governance does not draw attention but instead allows the focus to be on student outcomes.

Safety & Wellness:

• A little less than half of our students in grades 6-8 do not feel that our efforts to eliminate harassment, intimidation, and bullying have been effective

• Less than half of our students in grades 6-8 say they enjoy coming to school

• We lack data on how we address diversity through programming

• We lack data on how interventions like restorative practices address student behaviors

Teaching & Learning:

• One in four 6-8th graders do not enjoy coming to school

• We lack access to, and reflection on, summary teacher observation data

• Half of our teachers do not feel that they have access to the professional development they need

• Curriculum can be redundant between grade levels and is disconnected at times

• Student perspectives and interest levels are not the same for all subject areas

Leadership & Governance:

• We lack data on the long-range outcomes for our students

• There may be a lack of opportunities for us to develop leadership from within

• More than half of teachers and staff do not see opportunities to contribute to school-based decisions

Community & Culture:

• Less than half of 6-8 graders feel respected by their peers

• One in four teachers/staff feel that the staff and administration work as a team

• There may be a disconnect between the way that parents and teachers feel about our efforts in diversity, equity, and inclusion

• Parents are not as engaged as we would like them to be

Finance & Facilities:

• Facilities are underutilized

• Facilities are misutilized

• The integration of classroom technology may not be as smooth as many teachers would like

• There is a lack of data on the sustainable nature of our school buildings.