Focus Our Future
Letter from the Superintendent: July 9, 2019
2019-2020 Unified Improvement Plan
Summer is a great time for reflection and focus. Knowing this, I wanted to take a moment to inform you of some exciting news for the upcoming school year.
As a district, we have made a commitment to be intentional about supporting teachers and students at the building level, within PLC teams, as well as at the individual teacher level. We are committed to providing instructional coaches and support for teams, as well as developing team leaders and mentors.
The district has been able to reorganize its FTE (full-time equivalent) staffing to blend in instructional coaching and support positions when these natural openings occur.
The shift has been slow but steady, with the goal that we can sustain these foundational positions for the long haul. We have added staff as directed by the Mill Levy override for mental health services and support and special needs as warranted.
Additionally, as part of this alignment, we have decided as an administration team to move the district Gifted and Talented position into the buildings with a designated coordinator in each building to work with MTSS (Multi-Tiered System of Support) teams to provide more directed and timely programming with Lazlo Hunt as the director of the PK-12 program. As a result of this reorganization, we have been able to repurpose the FTE monies that were allocated for the district G/T position to provide an instructional coaching position for the district to better support more teachers at all levels.
A look at our 2019-2020 Major Improvement Strategies
Personalize Professional Learning for Teachers
The district develops a plan for personalizing the professional learning of teachers based on talent and need.
Culturally Responsive Teaching and EL Learners
Teachers define culturally-responsive teaching and identify promising practices. Teachers partner with students and families to support plans for English Language Learners in the 4 language domains areas.
Global Outcome Implementation
Teachers in the district implement and share Global Outcome performance assessments.
High Impact Professional Learning Communities
PLCs are driven by goals and have high impact on instruction focusing on student learning, assessment, and feedback for students to improve learning.
Restorative Practices and Social Emotional Learning
Schools implement Tier 1 SEL curriculum and restorative practices, and Tier 2 and 3 supports for students to improve behavior, attendance, and social and emotional wellness.
How will we support these major improvement strategies?
We have changed and realigned some of the roles of our talented staff members to put these major improvement strategies into action for the upcoming school year. Here are some of those changes: