Strategic Plan Goals 26-27

Progress reports will be provided to the full board twice per year

Goal 1: Culture of Collective Responsibility

Schools cannot achieve the fundamental purpose of learning for all if educators work in isolation.  Teams must build a collaborative culture in which they work together interdependently and assume collective responsibility for the learning of all students (Revisiting PLC @ Work). 

By June 2027, the district will develop and align systems and practices around a shared philosophy of collective responsibility for student learning.  

Evidence of Progress (Measured through the Learning by Doing PLC Continuums and district implementation evidence):

• Effective Guiding Coalitions are established and functioning in each building

• Building Mission, Vision, and Values are aligned to the District Mission, Vision, and Values. 

• Building Goals are aligned to the District Goals 

• Collaborative team structures focused on learning are implemented consistently across the district.  

• District systems and practices demonstrate increased consistency and alignment around collective responsibility for student learning. 

Goal 2: Multi-Tiered Systems of Supports

A multitiered system of interventions is designed to address four essential outcomes needed to ensure all students learn at high levels (Buffum etal., in press).   

1. To ensure that every student ends each year having acquired the essential skills, knowledge, and behaviors required for success at the next grade level, then all students must have access to essential grade-level curriculum as part of their core instruction. 

2. At the end of every unit of study, some students will need some additional time and support to master these essential grade-level or course-specific curriculum. 

3. Each school year, some students will enter lacking foundational skills that should have been mastered in prior years - skills such as foundational reading, writing, number sense, and English language.  These students will require intensive interventions in these areas to succeed. 

4. Some students will require all three of the preceding outcomes to learn at high levels. (Learning by Doing) 

By June 2027, the district will develop and align an integrated Multi-Tiered System of Support that aligns essential academic standards, academic behaviors, and social behaviors to ensure all students receive the support necessary to learn and grow. 

Evidence of Progress (A highly effective MTSS is characterized by 80% of students demonstrating proficiency through Tier 1 instruction, no more than 15% requiring Tier 2, and no more than 5% requiring Tier 3 support.  Baseline proficiency data will be collected and monitored to establish district benchmarks and guide our continuous improvement toward this model):

• Tier 1 systems are established to provide universal instruction and support for all students in essential academic standards, academic behaviors, and social behaviors with baseline proficiency data collected and monitored.

• Universal screening and progress-monitoring processes are in place to identify students requiring additional support and extension. 

• Tier 2 intervention systems are established to provide targeted support and monitor student progress toward proficiency in essential academic standards, academic behaviors, and social behaviors.  

• Tier 3 intervention systems are established to provide intensive targeted support and monitor student progress toward proficiency in foundational skills. 

Goal 3: Future Readiness 

Student ownership and future pathways are developed through a student-driven, adult-supported process that helps students understand who they are, develop essential skills, and explore future pathways aligned to their strengths, interests, and aspirations. Through reflection, authentic learning experiences, and community partnerships, students gain the knowledge, skills, and confidence needed to succeed in college, career, civic life, and a future of their choosing. This goal reflects the Wisconsin Department of Public Instruction's vision for Academic and Career Planning by helping every student develop self-awareness, establish goals, and prepare for life beyond graduation.      (DPI.WI.GOV/ACP) 

By June 2027, the district will develop a Portrait of a Dodger that reflects our community's aspirations and aligns with the Wisconsin Career Readiness Standards.

Evidence of Progress  

• Establish Future Readiness team to review Wisconsin Career Readiness Standards and Academic & Career Planning expectations to create the Portrait of a Dodger.

• Define the knowledge, skills, and dispositions students need to be Career Ready, Learning Ready, and Life Ready.  

• Identify authentic learning experiences and community partnerships to be aligned to career, college, and life readiness opportunities for students.  

• Stakeholder feedback demonstrates increased clarity and shared understanding of the knowledge, skills, and dispositions students need to be Career Ready, Learning Ready, and Life Ready.  

Goal 4: Organizational Stewardship 

Organizational stewardship is demonstrated through responsible financial management, well-maintained learning environments, and transparent communication that builds trust and confidence with students, families, staff, and the community. By sustaining these systems, the district creates the conditions necessary to support innovation, opportunity, and excellence for every student. 

By June 2027, the district will develop and define systems that support organizational stewardship. 

Evidence of Progress: 

• Financial systems are established to promote long-term sustainability and public understanding. 

• Facility planning systems are established to identify and prioritize infrastructure needs. 

• Communication systems are established to provide clear, consistent, and accessible information. 

• The Board of Education utilizes district financial, facility, and communication dashboards as part of its regular long-term planning and decision-making process.  

• Stakeholder feedback demonstrates increased understanding of the district's financial position, facility priorities, and long-term organizational stewardship.