Strategic Plan

“We blaze trails so our students can find their way."

Message From the Superintendent

Dear Durango School District Community,

As we celebrate the successful completion of our previous strategic plan, I am filled with gratitude and pride. That plan guided us through remarkable transformation—moving our district to the top 20% of Colorado schools—evidence of what becomes possible when a community commits to its children with sustained focus and collective will. Today, I am honored to present our Strategic Plan for 2026–2030: a bold, ambitious roadmap built on Durango’s legacy and reaching toward an even brighter future. 

This plan was shaped by over 200 students, families, educators, business leaders, and community members across our 1,100 square miles. You spoke about the “Durango Vibe”—that unique spirit of innovation, inclusion, and high expectations that defines us. You shared your vision of schools where every child belongs, where learning connects to purpose, and where no door is ever closed. This is your vision, and it is now our shared commitment.

At the heart of this plan is a single, powerful idea: every student deserves to discover and live out their Ikigai—that intersection of passion, talent, purpose, and contribution that points toward a meaningful life and career. Ikigai is not a destination reserved for the fortunate few. In Durango School District, it is the birthright of every learner who walks through our doors, regardless of ZIP code, background, or circumstance. Our work is to create the conditions in which every student can find it.

Our Path Forward

This plan is organized around three interconnected priorities—and all three are in service of the same goal: ensuring that every Durango graduate is genuinely ready for whatever comes next. 

First, we will ensure every student excels academically and personally. Strong proficiency in core subjects is foundational. It is the key that keeps every door open. Alongside that academic rigor, we will deepen our Portrait of a Graduate framework—our community’s shared definition of what every Durango student should know, be able to do, and be like. These six competencies—Empathetic Collaborator, Creative Problem-Solver, Agile Thinker, Confident Communicator, Resilient Risk-Taker, and Courageous Leader—are not aspirational add-ons. They are the essential capacities students need for meaningful, purpose-driven lives. Academic mastery and Portrait competencies together ensure our graduates are ready for futures we cannot yet fully imagine.

Second, we will connect learning to real-world careers and passions. Our 14 career pathways; the tremendous experiences that happen for every student in our classrooms across the district; and our SOIL Outdoor Learning Lab, Impact Career Innovation Center, and Ignite Mobile Learning Lab—which brings cutting-edge STEM experiences to our most rural schools—are all expressions of this commitment. When students see themselves in the possibilities before them and understand the “why” behind their learning, engagement and achievement rise together.

Third, we will strengthen the organizational foundation that sustains it all. Efficient and effective processes, competitive compensation, strong systems of support, and equitable access across every school and community are not background concerns. They are the infrastructure on which excellence is built. 

A Call to Partnership

Implementing this plan requires all of us. We need local businesses to open their doors for internships and apprenticeships. We need families to engage deeply in their students’ learning journeys. We need community members to share their expertise and passions with our classrooms. And we need partners who will continue guiding our work toward authentic inclusion and cultural responsiveness.

I commit to tracking our progress transparently, sharing quarterly updates, and creating ongoing opportunities for listening together. This plan is a living document—one that will grow and evolve as our community’s needs and opportunities shift. Rural education doesn’t just keep pace. It leads the way. 

After almost four decades in education, I can say without hesitation: Durango School District is a special place. Our students inspire daily with their curiosity, resilience, and compassion. Our educators bring innovation and heart to work that transforms lives. And our community shows up, again and again, to invest in our collective future. 

This strategic plan is our shared promise that every student who comes to us—regardless of who they are or where they come from—will have access to extraordinary opportunities, strong academic preparation, and the support to discover their own Ikigai. Together, we will prepare the next generation not just to inherit the future but to shape it with purpose, skill, and joy.

With deep gratitude and boundless optimism,

Dr. Karen Cheser, Superintendent, Durango School District

What Is Ikigai?

Ikigai (pronounced “ee-key-GUY”) is a Japanese concept meaning “a reason for being”—the sweet spot where four essential elements converge: what you love, what you are good at, what the world needs, and what you can be paid for. When these four elements overlap, a person discovers their unique purpose: a life of meaning, fulfillment, and contribution.

Rooted in the belief that every individual has something valuable to offer the world, Ikigai invites us to look inward—to explore our passions, develop our strengths, and connect our gifts to something greater than ourselves. It is not a destination but a lifelong journey of self-discovery, growth, and purpose.

For Durango School District, Ikigai is more than a concept—it is our vision for every student. We believe that when young people are supported in discovering what they love, recognized and challenged to grow in what they are good at, connected to the needs of their communities and world, and prepared for fulfilling and sustainable careers, they are truly equipped to flourish. Our schools, programs, and educators intentionally design experiences to help each student move closer to their own Ikigai—so that when they walk across that graduation stage, they don’t just hold a diploma, but a sense of direction, purpose, and possibility for the life ahead.

Message From the Board of Education

The Durango School District Board of Education is excited to celebrate the strong foundation our district has built through our last strategic plan. Our small rural mountain town of Durango has become a statewide leader in academic rankings, career pathways, and innovative education. Classrooms are now more than ever student-centered, collaborative, project-based, and connected to real-world learning. Watching our students learn in these new and innovative ways makes us all long to go back to school and try it this way! Our dedicated staff, the best educators in the state, continuously work to improve learning for all students.

Our new Strategic Plan continues our commitment to students. This plan, shaping our district’s vision for the future, was created with input from students, educators, parents, and community members who shared their hopes for our schools. We are deeply grateful to everyone who contributed their time, ideas, and trust; this plan truly belongs to all of us. 

Our work is guided by our mission: to ensure each student develops the skills and attributes for lifelong learning, competes and contributes in the global community, and has equitable opportunities in a safe, healthy environment. Our Global Results Mission Policy commits that every student will be graduate-, career-, and/or college-ready, equipped to pursue their Ikigai, a sense of purpose or reason for living, and prepared to serve their communities. 

The goals of our new Strategic Plan are ambitious! Every student deserves world-class learning, with academic, social-emotional, and Portrait of a Graduate skills instruction tailored to their needs, providing just-in-time support so each learner can grow and succeed. We want students to dream and design individualized plans, helping them hope for their futures and see clear pathways to achieve their goals because research in the science of hope shows that students who believe in their future perform better academically, persist through challenges, and thrive socially and emotionally. And to make all of this possible, we are optimizing our organization, ensuring that our staff and district resources are focused where they matter most so educators can dedicate their time and expertise to student success. 

We celebrate the individuality of every student and the rich diversity of our community. Our Board policies ensure support for all learners, and we monitor progress closely to ensure every student has the foundation to reach their dreams. 

Students only get 18 years to be children. Together, as a district and caring community, we can give them the strongest foundation possible for their future. We invite you to be part of this vision: share your career, model hope, and encourage students to use their academic and Portrait of a Graduate skills. Together, we can help every student to see what is possible and achieve it. 

Thank you for believing in our schools, our students, and one another. The future is bright, and it belongs to all of us!

Kristin Smith Board President, Durango School District Board of Education

Strategic Plan Snapshot

Focus Area One: World-Class Learning for All

Durango School District will support every student's growth and achievement academically and personally with relevant, data-driven instruction that supports their core academic learning and mastery of the skills outlined in the Durango Portrait of a Graduate (POG).

• Priority One: High Academic Achievement and Growth for All

• Priority Two: Systems of Support to Accelerate Learning

• Priority Three: Systems-Wide Transition and Readiness Support

Focus Area Two: Dreaming and Designing Individualized Plans

Durango School District will implement systems for community-supported academic and career planning, local and global connections, and relevant career-connected learning opportunities to inspire students' understanding of their passions, what they excel at, what the world needs, and what opportunities they have to earn a living.

• Priority One: Deeper Learning Through Career-Connected Experiences

• Priority Two: Student and Family Partnerships for Career and Academic Plans

• Priority Three: Global and Local Partnerships

Focus Area Three: Optimizing Our Organization

Durango School District will strive for transparency and responsiveness with our community, continuously improve processes to ensure efficiency across the organization, recruit and retain high-quality teachers, and provide professional learning that meets the needs of our staff and organization.

• Priority One: Document, Improve, and Manage District Processes

• Priority Two: Recruit, Develop, and Retain Staff

• Priority Three: Honor Feedback and Communicate Transparently

Foundation

Mission

The mission of Durango School District, an innovative educational system committed to excellence, is to ensure each student develops the skills and attributes for lifelong learning and has the ability to compete and contribute in the global community by guaranteeing equitable educational opportunities in a safe and healthy environment.

Core Beliefs

• With our help and support, ALL students can meet or exceed grade-level expectations and become successful, contributing citizens.

• We purposely engage all students in quality instruction in every environment.

• We create a positive environment for all that inspires commitment to the mission and vision of the district.

• We, as professionals in this district, seek to continue to grow and develop our ability to deliver a quality product and service to our students and their families, our colleagues, and our community.

Beliefs About Learning

• All students can learn to proficiency or above.

• Learning is a constant process fostered by a growth mindset.

• Students own their learning through voice and choice.

• Learning motivates learning.

• Students must have a clear understanding of their learning goals.

• To achieve academic success, learning, assessment, and instruction must be aligned and driven by standards.

Portrait of a Graduate

A wayfinder to balance skills on the path to success

• Empathetic Collaborator: Compassionate, inclusive connector focused on interdependence.

• Resilient Risk-Taker: Self-aware, persistent, and hopeful future-planner.

• Agile Thinker: Curious, flexible, critical thinker exhibiting a growth mindset.

• Creative Problem-Solver: Entrepreneurial, innovative, solution-focused design thinker.

• Confident Communicator: Successful writer, speaker, listener, and digital content producer.

• Courageous Leader: Responsible, productive community member who takes initiative.

Who is a #pogROCKstar?

What We Heard From Our Community

The Durango School District invited students, families, staff, and community members to share their perspectives on what makes our schools strong and where we can grow. Across listening sessions and interviews, participants described a district grounded in care, connection, and high aspirations for all students.

Our Strengths

Community members consistently pointed to dedicated educators and staff, a variety of academic and extracurricular opportunities, and strong pathways to college and careers. Families described the district as compassionate, innovative, and committed to helping each student find success.

"High-quality education is a priority [...] preparation for whatever future students want to pursue."

Challenges and Opportunities

While proud of the district's direction, participants also identified areas for continued growth:

• Teacher Retention: Ensuring competitive pay and manageable class sizes to attract and keep talented educators.

• Student Supports: Strengthening services and communication for students with diverse learning needs.

• Community Partnerships: Deepening collaboration with local organizations and businesses to enhance real-world learning.

What We Value

A Culture of Inclusion and Belonging

Community members highlighted the district's commitment to diversity, safety, and equity. Many described the district as a place that welcomes all students and celebrates individuality.

"[There are] lots of community efforts to meet all the needs of the diverse group."

Supportive and Student-Centered Learning

Participants emphasized teamwork, kindness, and a shared belief that students should learn in ways that work best for them. Families spoke of the importance of balancing academics with joy and enrichment.

"Students should learn and experience teamwork and the ability to pursue knowledge with innovative techniques... Letting kids learn the way they learn best."

High Expectations and Enrichment With Purpose

Many described a "Durango Vibe"—a community that shoots higher and expects excellence, while valuing outdoor experiences, arts, and hands-on learning that prepare students for the future.

"There's a higher aspiration ... a Durango Vibe... people here aim higher than in other communities."

Looking Ahead

The insights shared through the community engagement process reflect a deep pride in Durango's schools and a shared hope for continuous improvement. This strategic plan was developed in response to this feedback, data related to students, staff, and families' perceptions, as well as student outcome data. This plan will serve as the guiding document for decision-making and investments for the district over the next five years.

Focus Area One: World-Class Learning for All

Objective: Durango School District will support every student's growth and achievement academically and personally with relevant, data-driven instruction that supports their core academic learning and the mastery of the skills outlined in the Durango Portrait of a Graduate (POG).

Priority One: High Academic Achievement and Growth for All

• Goal One: By June 2030, the Durango School District will receive a Distinction rating aligned to the Colorado Department of Education (CDE) District Performance Framework.

• Goal Two: By June 2030, overall growth will exceed expectations of CDE's District Performance Framework, and all student groups, including multilingual learners, students with individual educational plans (IEPs), and students who qualify for free and reduced lunch (FRL) will meet or exceed growth expectations in literacy and math.

Tactics

• Portrait of a Graduate (PoG) Skills Through Engaging and Relevant Learning (Project-Based Learning)

  • Scale implementation of PBL to ensure all students have a PBL learning experience each semester, refine resources for POG demonstrations, and embed hands-on, real-world problem solving across all grade levels.

  • Review current project-based learning (PBL) across schools, compile aligned units, and integrate POG competencies, edtech scope and sequence, and the United Nations Sustainable Development Goals (SDGs) into a scope and sequence. 

  • Develop “look-fors” aligned with Elements of Effective Instruction, identify model classrooms, and provide coaching to ensure high-quality PBL and POG skill development. 

  • Design and pilot district-wide frameworks for student demonstrations of POG skills in grades 2, 5, 8, and 11, integrating career-connected learning and the Ikigai framework into learning experiences.

• Tech-Enabled and Integrated Instruction

  • Build teacher capacity through ongoing professional learning to embed AI tools and literacy into personalized, data-driven learning experiences.

  • Leverage robotics as a cross-curricular tool to enhance real-world problem-solving and science, technology, engineering, and math (STEM) skills. 

  • Audit screen time and app usage to develop recommendations for grades K-12 and ensure ethical, effective technology use.

  • Evaluate and expand effective use of AI, robotics, coding, and engineering across schools; align data systems with PBL and accountability; and conduct a five-year academic program evaluation to inform continuous improvement.

• High-Quality, Data-Driven Instructional Practices

  • Review English language arts (ELA), math, science, and social studies practices; data use; professional learning community structures; and subgroup achievement patterns to identify district-wide professional learning needs and gaps.

  • Establish coaching cohorts, strengthen differentiation and small-group instruction, embed social emotional learning (SEL) and belonging practices, and provide tiered professional development aligned to teacher needs and evolving instructional priorities.

  • Train staff to deliver data-driven, differentiated instruction, and implement specially designed instruction (SDI).

  • Refine the district’s specialized programs and special education service continuum to ensure that evidence-based, high-intensity supports are accessible in the least restrictive environment for every qualifying student.

How Will We Measure the Progress of This Priority?

Durango School District will use measurement tools, including data related to the TLCC Survey, academic outcomes, Elements of Effective Instruction observation, and behavior and attendance at the district and school level. All measurement data and analysis will be disaggregated by key indicators to understand the impact of learning supports on individuals and student groups.

Priority Two: Systems of Support to Accelerate Learning

• Goal One: By June 2030, Durango School District will achieve a 10% increase in the overall score on the "Support for Student Well-Being and Managing Student Conduct" section of the Teaching and Learning Conditions Colorado (TLCC) survey.

• Goal Two: By June 2030, 85% of all Durango School District students will respond favorably ("Most of the Time" or "Always") on the student perception survey across the four measured domains: Classroom Community, Classroom Management, Student Learning, and Student-Centered Learning Environments.

• Goal Three: By June 2030, 85% of all Durango School District students, including multilingual learners, students with IEPs, students who qualify for Free and Reduced Lunch (FRL), and students who are gifted and talented, will score as "Competent" or "Advanced" on the Social-Skills Improvement System (SSIS) SEL CoLab Screener composite score.

Tactics

• Multi-Tiered Systems of Support

  • Review academic and behavioral supports, information about individual student progress, and the specific needs of students with skill gaps to identify the effectiveness of student support systems, including academic intervention.

  • Provide ongoing training in student grouping models and develop educator-led professional learning on best practices for supporting students who need additional learning support.

  • Adopt new adaptive technologies to support student learning, create playbooks to support the implementation of instructional practices for specific student learning needs, and implement long-term program evaluation to drive continuous improvement.

• Environments of Belonging, Connection, and Support

  • Use data about students' social emotional and behavioral health needs to identify trends, gaps, and resource needs; review existing community partners that support student mental health and behavioral needs to identify gaps and opportunities to improve access for students; and refine schoolwide and classroom-level behavior support systems.

  • Provide training on approaches to integrating social emotional learning, trauma-informed practices, the "Science of Hope," and targeted behavioral support in classroom instruction.

How Will We Measure the Progress of This Priority?

Durango School District will use measurement tools, including data collected from the TLCC Survey, the SSIS SEL Co-Lab assessment, behavior and attendance reporting, and progress monitoring at the district and school level. The district will disaggregate all measurement data and analysis by key indicators to better understand the impact of learning supports on individuals and student groups.

Priority Three: Systems-Wide Transition and Readiness Support

• Goal One: By June 2030, 90% of kindergarten students will score mid- or above the grade level benchmark on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 8 assessment, implemented at the close of the school year.

• Goal Two: By June 2030, 80% of students in sixth and ninth grade will report that, "I feel like I fit in/have positive relationships in class," as measured by the district Panorama Survey.

• Goal Three: By June 2030, overall growth will exceed expectations on CDE's District Performance Framework, and all student groups, including multilingual learners, students with IEPs, and students who qualify for FRL, will meet or exceed growth expectations in literacy and math.

Tactics

• Early Childhood Education (Birth Through Five) Programming and Partnership

  • Inventory and analyze all early childhood programs, resources, teacher qualifications, curricula, and outcomes.

  • Establish a comprehensive support network for children ages birth to five to ensure a seamless and successful transition into kindergarten. This includes establishing collaborative community partnerships, family learning sessions, early readiness screenings, and resource navigation.

• School Transitions Support

  • Develop and implement targeted programs for key student transitions into kindergarten, sixth grade, and ninth grade.

  • Strengthen support to help families understand their role in grade and school transitions by providing resources and guidance for smoother academic and social adjustment for students during transitions between grade levels and schools.

  • Track and analyze student trend data (attendance, behavior, performance, and perceptions) at each transition point to assess program efficacy and adjust support strategies accordingly.

How Will We Measure the Progress of This Priority?

Durango School District will use measurement tools, including data related to attendance, student perception, graduation and failure rates for sixth and ninth grade, kindergarten readiness, preschool curricular-based assessment, and Indicator 7 at the district and school level. All measurement data and analysis will be disaggregated by key indicators to understand the impact of learning supports on individuals and student groups.

Focus Area Two: Dreaming and Designing Individualized Plans

Objective: Durango School District students will access high-quality personal planning, local and global connections, and relevant career-connected learning opportunities to inspire understanding of their passions, what they excel at, what the world needs, and what opportunities they have to earn a living.

Priority One: Deeper Learning Through Career-Connected Experiences

• Goal One: By June 2030, 100% of students will have achieved at least one of the following by high school graduation:

  • Earned a quality, in-demand non-degree credential.

  • Earned 12 college credits that count toward a postsecondary credential.

  • Participated in one high-quality, work-based learning (WBL) opportunity.

• Goal Two: By June 2030, 100% of students in kindergarten through eighth grade will have multiple opportunities each year to engage in meaningful career exploration activities based on self-reflections informed by interest and aptitude assessments.

Tactics

• Career-Exposure Activities

  • Elementary School: Implement career exploration activities and interest assessments aligned with Colorado Career Clusters, integrate career connections, and support career conversations during transition to sixth grade.

  • Middle School: Expand and align CTE programming with high school course offerings; embed individual student aptitudes, interests, and skills into daily instruction; and ensure alignment with emerging industries in La Plata County and globally.

  • High School: Increase the cross-curricular, career-connected course offerings annually (adding six courses through 2030-31).

• Strengthening Career Pathways

  • Review participation in career and technical education, concurrent enrollment during high school, internships, and work experience programs (work-based learning), and revise enrollment policies for these programs.

  • Expand pathways to ensure students have access to courses aligned with their individual career and academic plans.

  • Embed career-connected learning into core academic courses and align student pathways with industry demand, student interests, and equitable access to opportunities.

  • Train counselors and staff on refreshed pathways, enrollment processes, and strategies to support student access to courses aligned with their career and academic plan.

How Will We Measure the Progress of This Priority?

Durango School District will use measurement tools, including data related to matriculation rates, program participation by disaggregated groups, graduation rates, attendance, and the number of students participating in two courses aligned with a single career pathway at the district and school level. All measurement data and analysis will be disaggregated by key indicators to understand the impact of learning supports on individuals and student groups.

Priority Two: Student and Family Partnerships for Career and Academic Plans

• Goal One: By June 2030, 100% of students will have an individualized and informed career plan after high school, and 90% of students will have entered a two- or four-year institution or a career-technical education (CTE), military, or post-secondary career as measured by the district performance framework.

Tactics

• Embedded Culture of Student-Centered Planning

  • Design a district-wide framework that integrates student interests and aptitudes from a career and self-exploration program (YouScience) into the district student information system (Abre) and use these resources to support families and students to plan together as students work through the graduation requirements and capstone experiences in which they demonstrate the Portrait of a Graduate (POG) skills.

  • Convene counselors, advisors, principals, and teachers to define roles in career and academic planning and provide training on YouScience, career conversations, and the eight career clusters.

  • Pilot and launch family-friendly career and academic planning resources, audit participation across schools, and adjust processes to ensure equitable student and family engagement.

• Family Partnership and Communication

  • Develop communications, training, and at-home activities to help families understand pathway opportunities and support students in selecting courses and academic planning.

  • Use the district student information system (Abre) to share student interests and aptitudes with families and identify families who can actively support career-connected learning experiences based on their personal experiences and careers.

  • Implement a family advocate program and celebrate family contributions and student successes to strengthen community involvement.

How Will We Measure the Progress of This Priority?

Durango School District will use measurement tools, including data related to matriculation, program and pathways engagement across populations, PSAT/SAT scores, student surveys, and family survey data at the district and school level. All measurement data and analysis will be disaggregated by key indicators to understand the impact of learning supports on individuals and student groups.

Priority Three: Global and Local Partnerships

• Goal One: By June 2030, the top 10 employers in La Plata County are certified-level (deep partners on multiple initiatives and student experiences) partners with the district in providing various learning experiences for students.

• Goal Two: By June 2030, three global employers are certified-level (deep partners on multiple initiatives and student experiences) partners with the district in providing various learning experiences for students.

Tactics

• Deepening Industry Partnerships for Student Experiences

  • Develop a district partnership framework for industry partners to support them to expand, deepen, and formalize their support for career-connected learning experiences with students, including job shadowing, internships, classroom presentations, and others.

  • Share the partnership framework with the community, announce initial partners, and publicly celebrate their contributions.

  • Refresh the partnership framework based on new insights and celebrate the five-year partnership milestone with initial partners.

• Partner Outreach and Connection

  • Define the roles of deep industry partners and the district in partnerships, communication strategies for partner engagement, and the implementation plan for building strong employer relationships for student-focused, career-connected learning.

  • Secure and onboard 10 businesses as deep partners in career-connected learning and develop 25 unique experiences for student learning over the course of five years. 

  • Collect student and industry stories about partnerships and publish outcomes from five years of deep partnerships with local and global industry partners.

• Student Experiences with Partners

  • Build partnerships with individuals and organizations to support cross-curricular programming and work with industry partners to design new learning experiences for students.

  • Review and expand national and global travel opportunities for middle and high school students, aligning experiences with industry needs and postsecondary readiness.

  • Assess student experiences with industry partners, integrate feedback from partners, and refresh programs to ensure alignment with workforce readiness and students’ educational goals.

How Will We Measure the Progress of This Priority?

Durango School District will use measurement tools, including data related to partner satisfaction and feedback. Partnership numbers and levels will be disaggregated by key indicators to understand the impact of learning supports on individuals and student groups.

Focus Area Three: Optimizing Our Organization

Objective: Durango School District will strive for transparency and responsiveness with our community, continuously improve processes to ensure efficiency across the organization, recruit and retain high-quality teachers, and provide professional learning that meets the needs of our staff and organization.

Priority One: Document, Improve, and Manage District Processes

• Goal One: By June 2030, 100% of processes are documented across departments, with optimized automation to support organizational efficiency and staff.

Tactics

• Future-Focused, Portrait of a Graduate Embedded Learning Environment

  • Replace furniture at selected schools annually and modernize school environments.

  • Identify needs and implement future-focused upgrades to maker spaces across the district.

  • Develop revenue-generating opportunities at the former Florida Mesa Elementary building following the opening of Three Springs Elementary.

• Streamlined Systems

  • Document 100% of departmental processes, refine the comprehensive operations manual, and identify opportunities to simplify, automate, and improve efficiency.

  • Develop key performance indicators (KPIs) for the operations department, as well as systems to collect, validate, and integrate KPI data within other departments.

  • Train leaders in systems improvement practices, embed continuous improvement cycles across departments, and benchmark performance with comparable districts.

• Focus on Funding

  • Establish a district budget and innovation committee to audit needs, explore funding opportunities, and develop a coordinated grant-seeking strategy.

  • Pursue new revenue streams, including opportunities tied to the former Florida Mesa Elementary site, and adjust approaches based on findings.

  • Assess the effectiveness and sustainability of revenue streams and scale successful strategies to support long-term budget stability.

How Will We Measure the Progress of This Priority?

Durango School District will use measurement tools, including key performance indicator tracking. Data will be disaggregated by key indicators to understand the impact of learning supports on individuals and student groups.

Priority Two: Recruit, Develop, and Retain Staff

• Goal One: By June 2030, Durango School District will exceed current state retention rates by implementing employee benefit and incentive programs that support staff well-being and professional development goals.

Tactics

• Staff Incentives and Support

  • Finalize planning for workforce housing, assess staff demand for housing, and determine opportunities for expanding the workforce housing program.

  • Survey staff who are participating in the workforce housing program to understand the benefits and challenges of the program and use this feedback to refine the district’s approach to this program.

  • Expand partnerships with local businesses to offer discount programs for staff.

• Comprehensive Staff Training

  • Launch and promote the Aspiring Leadership Academy for potential future school and district administrators and to recruit emerging leaders. Refine programming based on alumni input.

  • Create and implement job-specific training for operations department staff based on individual and team needs across the district.

  • Leverage onboarding and offboarding feedback to improve leadership development and job-specific training programs. 

• Staff Onboarding Support

  • Leverage survey data to identify the needs of new hires across roles in the district.

  • Implement targeted onboarding for administrators, special education teachers, and paraprofessionals to align practices and support district programs.

  • Evaluate survey feedback regularly to adjust and expand orientation and onboarding programs as needed.

How Will We Measure the Progress of This Priority?

Durango School District will use measurement tools, including data related to staff perception responses in the Teaching and Learning Conditions Colorado (TLCC) Survey and retention rates (teachers, staff, and principals). Data will be disaggregated by key indicators to understand the impact of learning supports on individuals and student groups.

Priority Three: Honor Feedback and Communicate Transparently

• Goal One: By June 2030, Durango School District will increase transparency by producing departmental progress reports and quarterly state-of-the-district community events. (Also: By June 2030, Durango School District will meet the key performance indicators outlined in their annual performance plan, including communication and operations targets.)

Tactics

• Aligned Communication Practices

  • Collect input from school leaders, staff, families, and the community on communication successes and challenges.

  • Audit communication tools and channels to identify areas for improvement. 

  • Launch a district-wide communication framework and school-level communication guides.

  • Integrate communications with district data systems to personalize family engagement. 

  • Provide quarterly board updates, conduct biannual community listening sessions, and release an annual digital and/or print magazine to expand visibility and reach. 

  • Track communication indicators to continuously refine communication strategies.

• Student and Community Voice

  • Leverage the Student Board of Education to annually identify student needs and opportunities.

  • Establish a group of community leaders to learn about the district priorities and support the district in ways that align with their talents, recruit new cohorts of community leaders, and clarify vision and goals for each new cohort.

  • Conduct biannual community listening sessions and recognize community members for their contributions and support for the district.

Strategic Plan Pledge

Durango School District is excited to have the support of the community in bringing this strategic plan to life. You are an important part of the success of our work. You can use this page to think about how you can support our educators and students by making a commitment to one or more of the focus areas in this plan. We would love to hear from you about how you want to be a part of our work!

As a (Parent, Student, Teacher, Community Member), I will support Durango Schools to successfully implement (Focus area) by (How you will help Durango Schools).