Strategic Plan (Draft)

Excellence for All

• Clear and common student growth goals (academic, social, and emotional) are clearly established, understood, and shared by all. Students experience consistent supports across all areas of the District.
• High Expectations
  • For students: All students are expected to excel to their personal best academically and socially.
  • For staff: All staff will do their best to meet the needs of students, families, other staff, and the community; staff will support families to engage in their students' school experience and support academic growth; the District will partner with the community to support students in becoming the foundation of Tukwila's future (career exploration, civic engagement, etc.)
• Accountability for All
  • The Tukwila School District will identify and share key performance indicators and hold ourselves accountable to monitoring progress and working towards improvement toward the mutually set goals.

GOALS

Academic Growth

• iReady Reading and Math Assessment
  • 100% participation
  • Fall to Winter: >10 point improvement
  • Winter to Spring: >15 point improvement

Student Social and Emotional Growth

• Students acknowledge understanding of Student Handbook
  • 100% of students
• Student survey items on "Collaboration and Interpersonal Skills"
  • Improve from 65% positive to >78% positive
• Reduced discipline
  • Specific to disrespect and disruption

MTSS Systems Development

• Clearly defined and implemented Student Support Systems
  • 15% or less receiving Tier 2 Supports
  • 5% or less receiving Tier 3 Supports

Family Engagement Plan

• Family survey items on "Parent and Community Involvement"
  • Improve from 75% positive to >80% positive

PLC Refocus

• Staff survey items on "Communications and Collaboration"
  • Improve from 49% positive to >65% positive
• Staff survey item "My colleagues are willing to work at changing this school for the better."
  • Improve from 65% positive to >75% positive

Equity and Empathy - Value the District's Diversity

• Leverage the assets and experiences of our diverse students

  • Students as leaders (Encourage the knowledge and experience of students in improving understanding of students’ lives).

  • Share lived experiences through educational experiences and or curriculum.

• Safety for All (Schools must be a safe space for everyone physically, socially, and emotionally)

• Students are connected, included and feel they belong.

• Increase the diversity of our staff through intentional programs to develop and keep quality diverse employees. (Develop classified staff into teachers, establish program to encourage our students to become educators, etc.)

GOALS

Student Advisory Boards

• CEE student survey items on "Belonging and Identity"
  • Improve from 72% positive to >88% positive

KPI Disaggregation (Belongingness)

• CEE student survey items on "Belonging and Identity"
  • Improve ALL ethnic groups to >88% positive

Para to Teacher Pipeline

• By the end of the 2022-2023 school year, the program will be established and the District will recruit and enroll participants whose race/culture will reduce the disproportionality between the staff and student population.
• At the end of the first complete program cycle, Tukwila School District will hire XX staff members.
• Annually thereafter, Tukwila School District will hire XX staff from this targeted population in the program.

Student Future Educator Programs

• By the end of the 2022-2023 school year, the program will be established and the District will recruit and enroll students whose race/culture will reduce the disproportionality between the staff and student population.
• The program will target XX% of the students to either enroll in college with the intent to become teachers or hire graduates as paraeducators.

Staff Racial/Cultural Affinity Support Groups

• By the end of the 2022-2023 school year, teacher retention rates will improve from XX% to YY% for minority teachers and paraeducators.

Relationships (Students, staff, families, leadership, and community organizations)

• Build trust within and between all groups

• Clear & effective two-way communication within and between all groups, emphasizing the importance of communicating with our multilingual students and families. 

• Collaboration in solving problems and seeking improvement

• Teaching staff will prioritize knowing each student as an individual with unique strengths and needs.

GOALS

Develop Norms

• The differences between the personal and peer perceptions on the three Readiness to Benefit indicators of the EES Staff Survey will reduce to below 23% at the District and 20% for elementary and 25% for secondary schools.
  • Open to New Ideas: current "gap" is 39.5%
  • Willingness to Work at Change: current "gap" is 30.4%
  • Willingness to be Held Accountable: current "gap" is 31%
• Grievances filed at the building levels will be reduced by XX% from the previous year.

1-on-1 Meeting Protocols

• Staff survey items on "Effective Leadership"
  • Improve from 51% positive to >67% positive
• Student survey items "There is a willingness to address conflict in this school" and "When there is a problem in my school, we talk about how to solve it."
  • Improve from 35% to >65%

Student Postcards from Teachers

• Each semester, 100% of students will receive 1 postcard
• Student survey items "Supportive Learning Environment"
  • Improve from 56% positive to >64% positive

RULER System Implementation

• By November 2022, 100% of classrooms will display Mood Meters.
• By November 2022, 100% of students surveyed will know how to identify an emotion on the mood meter and work with an adult if they're not feeling positive.
• Student survey items "Belonging and Identity"
  • Improve from 72% positive to >88% positive

Implement HOPE Teams

• Student survey items on "Supportive Learning Environment"
  • Improve from 56% positive to >64% positive

Engaged Learners (Meaningful and relevant content and high-quality instruction)

• Student voice & choice (incorporate students in defining their own learning)

• Culturally relevant instruction and curriculum (instruction where students see themselves and their futures)

• Integrate the emotional and social support children need to be successful. 

• Technology as a catalyst for deeper and more meaningful learning (beyond substitution and augmentation to modify and redefine Learning for all)

• Purposeful and relevant assessment of and for learning

GOALS

Instructional Framework (Voice)

• Student survey items "Learning Relevance"
  • Improve from XX% positive to >YY% positive

Student Individual Growth Goals

• iReady Reading and Math Assessment
  • 100% participation
  • Fall to Winter: >10 point improvement
  • Winter to Spring: >15 point improvement

Social-Emotional Learning Targets

• Students acknowledge understanding of Student Handbook
  • 100% of students
• Student survey items on "Collaboration and Interpersonal Skills"
  • Improve from 65% positive to >78% positive
• Reduced discipline
  • Specific to disrespect and disruption

Instructional Technology

• Student survey items on "Instructional Effectiveness"
  • Improve from XX% positive to YY% positive
• Student student items on "Technology Effectiveness"
  • Improve from XX% positive to YY% positive

District Assessment System Review

• iReady Fall, Winter, and Spring Reading and Math Assessments
  • 100% participation
• Student survey items on "Assessment"
  • Improve from XX% positive to YY% positive
• Staff survey items on "Assessment"
  • Improve from XX% positive to YY% positive