Strategic Plan

Academic Standards (English Language Arts, Math, Science, Social Studies, Arts, Physical Education, World Language)

Strategies

• Core resources

• Alignment, scope & sequence, tasks

• Units of Study – using formative/summative assessment results/revising instruction: professional development, observations, program evaluation, role of students

• Role of PBL/SL (project-based learning, service learning) in unit design

Key objectives

2022-23

• K-12 students will engage in units of study aligned to the Colorado Academic Standards resulting in state assessment data for Durango School District in the top 20% in the state of Colorado in the areas of Reading, Math & Science.

2023-24

• K-12 students will engage in units of study aligned to the Colorado Academic Standards resulting in state assessment data for Durango School District in the top 15% in the state of Colorado in the areas of Reading, Math & Science.

• 50% of K-12 students will engage in at least one CAS aligned PBL unit.

2024/25

• All K-12 students will engage in units of study aligned to the Colorado Academic Standards resulting in state assessment data for Durango School District in the top 10% in the state of Colorado in the areas of Reading, Math & Science.

• All K-12 students will engage in at least one CAS aligned PBL unit.

Staff

• Phillip Werline

• Laurie Rossback

• Mari Stevenson

• Lindsay Neiman

• Dylan Connell

• Kim Snyder

• Duane Tucker

Category

Elements of Effective Instruction (EEI)

Strategies

• Leaders embrace and understand assessment

• Instructional rounds

• Connections with Portrait of a Graduate (PoG) competencies

• Teachers use to reflect - concrete examples

• Leaders/teachers participate in variety of professional learning opportunities (creating/unpacking)

• Evaluate EEI data to determine celebrations/next steps

• Use of technology in instruction (including coding/computer science pilot)

• ISTE standards

• Tasks before apps

• PBL Practices aligned with EEI

Key objectives

2022–23

• Increase 25% of EEI practices observed across district classrooms

2023–24

• Increase 50% of EEI practices observed across district classrooms

2024–25

• EEI practices increase to reflect district-wide implementation benchmarks

Staff

• Dylan Connell

• Alison Layman

• Jeremy Voss

• Marie Voss-Patterson

• Laurie Rossback

• Mari Stevenson

• Vicki Trousdale

Category

Portrait of a Graduate Competencies (PoG)

Strategies

• Develop blueprints

• Celebrate successes

• District-wide digital museum

• Embed in instructional rounds

• Communication plan

• Capstones

Key objectives

2022–23

• Blueprints will be developed for all six competencies.

2023–24

• Capstone and Portfolio Systems will be developed for high schools so that all high school students will demonstrate the POG.

2024–25

• Capstone and Portfolio Systems will continue for middle and elementary schools so that students will demonstrate the POG.

Staff

• Dylan Connell

• Riley Alderton

• Jeremy Voss

• Sam Tower

Category

Intervention Systems

Strategies

• Common forms, documents, plans, and systems

• Professional learning on processes

• Professional learning on interventions

• Evaluate intervention impact and determine common interventions - implement with fidelity

• Plans for communications with families

• Common progress-monitoring practices

• Consistent protocols for intervention team meetings

Key objectives

2022–23

• As measured by an annual MTSS Survey: 30% of staff will have a strong understanding of Durango School District’s MTSS process and feel confident using common forms and district MTSS process to support student achievement.

• Educators will report a high level of confidence in providing Tier 1 support to students within the core classroom. All staff responsible for providing targeted interventions have the PD and resources to implement interventions with fidelity.

• All students in the MTSS process will have documented plans & ongoing progress monitoring. All student plans and data will be housed in a single location, with access available to guardians.

• No more than 40% of the student population will need to receive Tier 2 or Tier 3 interventions.

2023–24

• As measured by an annual MTSS Survey: 75% of staff will have a strong understanding of Durango School District’s MTSS process and feel confident using common forms and the district MTSS process to support student achievement.

• Educators will report a high level of confidence in providing Tier 1 support to students within the core classroom. All staff responsible for providing targeted interventions have the PD and resources to implement interventions with fidelity.

• All students in the MTSS process will have documented plans & ongoing progress monitoring. All student plans and data will be housed in a single location, with access made available to guardians.

• No more than 30% of the student population will need to receive Tier 2 or Tier 3 interventions.

2024–25

• As measured by an annual MTSS Survey: All staff will have a strong understanding of Durango School District’s MTSS process and feel confident using common forms and the district MTSS process to support student achievement.

• Educators will report a high level of confidence in providing Tier 1 support to students within the core classroom. All staff responsible for providing targeted interventions have the PD and resources to implement interventions with fidelity.

• All students in the MTSS process will have documented plans & ongoing progress monitoring. All student plans and data will be housed in a single location, with access made available to guardians.

• No more than 20% of the student population will need to receive Tier 2 or Tier 3 interventions.

Staff

• Laurie Rossback

• Michol Brammer

• Mary Ebens

• Jenny Imel

• Valerie Simpson

Category

Targeted Support Systems

Strategies

• Behavior systems

• Attendance systems

• Social-emotional supports

• Gifted & Talented learners

• Special needs learners

• English Language Development

• Early learners, Kindergarten readiness

• Communicating with families

Key objectives

2022-23

• Achievement gaps have been reduced by 30% according to local and state measures.

• All students in targeted populations have a year’s worth of growth according to local and state measures.

• There is a 5% increase of students who feel a sense of belonging according to the classroom community portion of the student perception survey results. Baseline Fall 2021 69%: reported always or most of the time.

• All students show growth according to the emotional wellness screener.

• There is a 5% reduction in student behaviors. Baseline data: 21-22 761 state reportable offenses.

• There is a 2% increase in student attendance. 21-22 Baseline data: 89.4%.

2023-24

• Achievement gaps have been reduced by 40% according to local and state measures.

• All students in targeted populations have more than a year’s worth of growth according to local and state measures.

• There is a 10% increase of students who feel a sense of belonging according to the classroom community portion of the student perception survey results. Baseline Fall 2021: 69% reported always or most of the time.

• All students show growth according to the emotional wellness screener.

• There is a 10% reduction in student behaviors. Baseline data: 21-22 761 state reportable offenses.

• There is a 4% increase in student attendance. 21-22 Baseline data: 89.4%.

2024-25

• Achievement gaps have been reduced by 50% according to local and state measures.

• All students in targeted populations have more than a year’s worth of growth according to local and state measures.

• There is a 15% increase of students who feel a sense of belonging according to the classroom community portion of the student perception survey results. Baseline Fall 2021: 69% reported always or most of the time.

• All students show growth according to the emotional wellness screener.

• There is a 15% reduction in student behaviors. Baseline data: 21-22 761 state reportable offenses.

• There is a 5% increase in student attendance.

• 21-22 Baseline data: 89.4%.

Staff

• Steve Steiner

• Jenny Imel

• Mary Ebens

• Laurie Rossback

• Jennifer Baufield

• Teresa Jennings

• Mari Stevenson

• Kira Cunningham

• Karen McKay

• Vanessa Giddings

Category

Career Awareness

Strategies

• YouScience at middle school/high school levels

• Elementary programming

• Embedding into goal setting/curriculum

Key objectives

2022-23

• 100% of 7th and 9th grade students will take YouScience and complete a post-test self-reflection of their findings.

• 100% of 8th grade students will understand the pathways available to them, and the impacts of those paths, in high school.

2023-24

• 100% of 7th grade students will understand the pathways available to them, and the impacts of those paths, in middle school and high school.

2024-25

• All secondary students will have an awareness of the careers, courses, and work-based learning experiences that align with their Ikigai.

Staff

• Dylan Connell

• Rachel Colsman

• Jon Hoerl

Category

Career Exploration: Career Pathways – Exposure & Experience

Strategies

• Work-based learning opportunities platform

• Increase number of students in internships

• Durango Ted Talks series

• Elementary World of Work

• JIVE Fair

• Revise graduation requirements

• Continue to develop and refine career pathways including opportunities to embed AP and CE

Key objectives

2022-23

• Regional WBL platform developed

• Increase internships by 10%

• Adopt elementary WBL curriculum

• Refine CTE pathways to include all possible (aligned) CE, AP, WBL, and industry certifications so that students are able to find and chase their Ikigai

• High school schedules will allow for CE and CTE participation

2023–24

• Populate WBL platform with business and civic connection for all current paths

• Increase internships by 10%

• Implement elementary WBL curriculum in intermediate grades at all schools so that all students have awareness of the many careers they might focus on for their Ikigai

2024–25

• Update and add business/civic connections for all paths

• Increase internships by 10%

Staff

• Marianna Poling

• Dylan Connell

• Mary Ebens

• Mari Stevenson

Category

Extra-Curricular Opportunities: All Portrait of a Graduate competencies, if reflected on and discussed, identified

Strategies

• Expand programming in robotics, making/STEM, creativity, etc. to align with Portrait of a Graduate

• Expand field trips and community resource partnerships

• Develop after-school programming at all elementary schools

Key objectives

2022–23

• 50% of all students involved in an extracurricular activity measured by survey and roster, at least one field trip per year planned for elementary grades, all schools have access to after-school programming

2023–24

• 75% of students involved in an extracurricular activity measured by survey and roster, at least one field trip per year planned for elementary and middle grades, all schools have access to after-school programming

2024–25

• All students involved in an extracurricular activity measured by survey and roster, at least one field trip per year planned for elementary grades through high school, all schools have access to after-school programming

Staff

• Tony Roderick

• Riley Alderton

• Karen Cheser

Category

Sustainability Education

Strategies

• Develop Green Teams at all schools

• Create SOIL lab at RVES for all schools

• Expand gardens at current schools

• Embed sustainability education within curriculum

• Increase sustainability practices

• Expand Farm to School programming possibly add food truck

Key objectives

2022–23

• All schools have a Green Team

• SOIL Lab completes Phase 1

• Sustainability committee identifies one key practice to monitor

• Develop elementary and middle school model science unit incorporating sustainability and environmental education, monitor impact through student and teacher survey

2023–24

• All schools have a Green Team

• SOIL Lab completes Phase 2

• Sustainability committee identifies three key practices to monitor, apply for Green Ribbon Schools

• Develop elementary and middle school science units, one per grade, incorporating sustainability and environmental education, monitor impact through student and teacher survey

2024–25

• All schools have a Green Team

• SOIL Lab completes Phase 3

• Sustainability committee identifies five key practices to monitor

• Develop elementary, middle, and high school science units incorporating sustainability and environmental education, monitor impact through student and teacher survey

Staff

• Robert Aspen

• Ron Reed

• Karen Cheser

Category

Global Connections

Strategies

• Increase opportunities for domestic and international travel for middle and high school students, with a goal that all students engage in at least one trip, including service-learning experiences

• Acquire funding for travel

• Use technology to communicate globally

• Utilize expertise of EL faculty and students with international connections

• Implement World Language instruction (Spanish) at elementary level through online and staff instruction

• Increase cultural competence

Key objectives

2022–23

• Offer at least one travel opportunity for middle and high school students

• Embed global connections in one social studies unit at each level

• Pilot elementary Spanish instruction in at least one school, embed cultural competence in DEIB training (monitor impact though student and staff surveys)

2023–24

• Offer multiple travel opportunities for middle and high school students

• Embed global connections in at least two social studies units at each level

• Expand elementary Spanish instruction in at least one school, embed cultural competence in DEIB training, monitor impact through surveys

2024–25

• Ensure every middle and high school student has the ability to participate in a travel opportunity

• Embed global connections beyond social studies units at each level

• Expand elementary Spanish instruction to all elementary schools, embed cultural competence in DEIB training, monitor impact through surveys

Staff

• Robert Aspen

• Sam Tower

• Karen Cheser

100% of the Durango School District organization will operate at high efficiency, creating structures and systems that best support students, staff, and families.

Category

Process Improvement

Strategies

• Engage with APQC to learn about process improvement successful practices

• Develop manual of all processes

• Address policies that need improvement

• Create a cycle of continuous process monitoring and improvement

Key objectives

2022–23

• Audit existing processes for HR, Finance, Transportation, Facilities, Nutrition, Technology

• Identify existing processes and voids

• Review existing processes for validity and efficiency

• Develop needed processes for voids

• Establish review cycle for all policies in this round

• Produce manual for processes and policies for above departments using user surveys, APQC benchmarking comparison, and financial/HR savings

2023–24

• Implement manual for HR, Finance, Transportation, Facilities, Nutrition, Technology

• Gather feedback on the processes implemented this year for accuracy and confusion

• Monitor time to complete processes – goal is to decrease time

• Audit processes for Student Support Services, Safety and Security

• Identify existing processes and voids

• Review existing processes for validity and efficiency

• Develop needed processes for voids

• Establish review cycle for all policies in this round

• Update manual with Student Support Services, Safety and Security

2024–25

Staff

• Laura Galido

• Kira Horenn

Category

Staff Recruitment, Retention & Recognition

Strategies

• Promote district as employer of choice

• Expand marketing and recruiting efforts

• Define onboarding actions

• Leverage technology solutions

• Review current development programs

• Foster culture of growth and diversity

• Pursue partnerships to expand resources and tools

• Conduct interviews with staff for feedback

• Develop Portrait of a Graduate recognition strategies

• Use interest-based negotiations

• Training on employee relations

• Update website

• Anticipate trends

Key objectives

2022–23

• Expand marketing, recruiting, and partnership efforts

• Conduct Stay Interviews with staff and utilize results to inform marketing and needed professional development in employee relations

• Revise the current Exit Survey

• Update website with recruitables

• Coordinate with the Communications Department to develop recognition strategies aligned with Portrait of a Graduate

• Define onboarding and offboarding actions for all employee groups

2023–24

• Partner with the Communications Department to develop recruiting videos

• Provide professional development on employee relations

• Implement revised onboarding and offboarding actions

• Develop trend analysis report on recruiting and retention

• Engage school and department leaders in expanded recruiting events for the school district

2024–25

• Continue to provide professional development on employee relations

• Partner with the Communications Department to develop and implement the Employee Ambassador Program

• Engage school and department leaders, as well as staff in schools and departments, in expanded recruiting events for the school district

Staff

• Rachel Colsman

• Laura Galido

Category

Communication Plan

Strategies

• Build our brand by sharing our mission, vision, and values

• Increase opportunities to tell stories and share good news about staff and students with the entire school community

• Make it easy for families to access district information and engage with schools and teachers

• Be responsive to the communications needs of staff and community stakeholders

• Provide useful content for staff and families to adapt to changing environment and new district strategies

• Merge progressive digital technologies with hopeful human stories that evoke positive emotions

Key objectives

2022–23

• Regularly escort media in the schools to visit classrooms and publish at least two stories per month in outlets

• Post three times per week across the district’s 20 social media channels

• Complete one-on-one School Communication Ambassador trainings at all schools by 10-31-22

• Develop role and hire A/V Tech to support Board and community meeting needs. Create a flexible, mobile, hybrid A/V system that works across a variety of district and community spaces

• Curate “Digital Museum” interactive infographics, print materials, and other support to evolve content as Portrait of a Graduate develops throughout our schools

• Develop and design Strategic Plan document

• Use Canva to develop branded templates (by school) for presentations, flyers, social posts, and infographics

• Gather feedback on website design and content from stakeholders and begin redesign

• Refine and better coordinate emergency notification messaging, including transportation delays and breakdowns

• Provide Blackboard training to Transportation admin. Build relationships with PIOs, law enforcement, and emergency services

• Identify and cultivate staff members in areas of expertise to be part of Speaker’s Bureau. Teach media relations and interview basics

2023–24

• Launch quarterly blog and/or podcast with student support from DHS and BPHS aspiring content creators

• Identify Portrait of a Graduate Rockstars in the community with award ceremony

• Involve students in communication efforts. Launch digital Idea Jar at Impact and reward story ideas

• Expand media relationships to share stories outside of our region

• Attend public relations conventions and trainings to network with other Public Information Officers

• Promote, connect, support, and align efforts with PTO members at all school sites

• Develop and maintain Twitter and Instagram pages for each school, with support from School Content Ambassadors

2024–25

Staff

• Kristin Cramer

• Kira Cunningham

• Paul Maddex

• Karla Sluis

Category

Technology Productivity

Strategies

• Continue to automate processes

• Streamline technology systems

• Develop vetting process for new and existing technology productivity systems

• Educate users on data integrity

• Develop professional learning cycle and plan on technology systems

• Identify gaps

• New employee training system

• Online guides and videos for staff and families

Key objectives

2022–23

• Audit existing processes and tech systems related to the operations side of the school district, coinciding with the process improvement work

• Identify any gaps and overlaps

• Develop vetting process for new and existing technology solutions

• Audit existing data points in SIS and begin developing a manual for data points and entry

• Provide training in 2023 on data integrity in SIS and how to review data for integrity

• Review current new hire training for technology systems and map out the timeline for training

• Develop a professional learning cycle and plan on technology systems

• Schedule advisory councils, community conversations, and staff listening sessions; utilize Kaizen form process for staff input, monitor impact through amount and quality of feedback and feedback forms

2023–24

• Expand the online videos available for end users for tech systems

• Implement the process for new tech system review and purchases

• Implement professional learning cycle and plan on technology systems

• Finalize the manual for SIS data points and entry

• Expand training on data integrity in SIS and how to review data for integrity

• Implement the updated timeline for new hire training in technology systems

• Evaluate tech systems to determine data integration potential and potential optimization to decrease data entry

2024–25

Staff

• Mike Hoyt

• Kery Harrelson

• Sam Tower

• Laura Galido

Category

Input from Customers

Strategies

• Coffee chats

• Advisory councils – parent, student/parent

• Spanish-speaking

• DEA/DESPA

• Kaizen form and reporting actions

• Listening sessions with staff

• Surveys and online form

Key objectives

2022–23

• Schedule advisory councils, community conversations, and staff listening sessions

• Utilize Kaizen form process for staff input, monitor impact through amount and quality of feedback and feedback forms

2023–24

• Schedule advisory councils, community conversations, and staff listening sessions

• Utilize Kaizen form process for staff input, monitor impact through amount and quality of feedback and feedback forms

2024–25

• Schedule advisory councils, community conversations, and staff listening sessions

• Utilize Kaizen form process for staff input, monitor impact through amount and quality of feedback and feedback forms

Staff

• Mary Ebens

• Karen Cheser

Category

Operations (Safety, Facilities, Finance)

Strategies

• Safety & Security: Development of a risk management strategy that defines the organizational Vision and Mission Statements; Core Values, Goals, Objectives, Standard Operating Procedures, and metrics to drive 9-R’s risk management through 2025; SOPs; Security Staff Training; Professional Development; Admin Staff Training; Risk Register; Physical Security Assessments (PSA); Threat Assessments & Management, Tabletop Exercises; Emergency Planning & Crisis Management exercise; Community partnerships with LE and Fire/EMS; Staffing Recruitment and retention; Use of technology system; Addressing significant concerns; communications w/ community Public Relations; Staff surveys; Social media overwatch

• Facilities: Bond projects; Preventive maintenance cycle; Staffing & training; Capital projects; Long-term facility plan; Funding; Furniture; HVAC systems

• Finance: State funding; Budget needs; Future bonds/levies

Key objectives

2022–23

SAFETY

• Implement a three-year strategic risk management plan to safeguard and secure students and staff

• Align operational requirements with strategy

• Employ Agile methodology to prioritize completion of tactical goals into broader strategic objectives

• Complete 50% of remaining school assessments

• Conduct one TTX

• Pursue school safety and security grant opportunities

• Conduct one large-scale exercise involving external stakeholders

FACILITIES

• 33% of the 2022 Bond completed

• Initiate a long-range planning committee to begin assessing bond projects for 2024

• FMX implementation to track work orders, projects, and resources to create PM calendar

• Increase skilled-based staff training opportunities

• Encourage schools to submit capital projects by the month of April

• Increase funding at 5% each year to meet capital projects

• Create a calendar of long-range targeted projects through the FMX program

• Use the FMX system to identify district-wide furniture and capital need

FINANCE

• Incorporate Strategic Plan into development of budget book – include 5-year projection of revenue and expenses as well as enrollment projections and state funding

• During budget building, tie school and department budgets to the Strategic Plan and Portrait of a Graduate

• Quarterly Financials Flyer

2023–24

SAFETY

• Conduct end-of-year impact and effectiveness analysis

• Complete remaining 50% of school assessments

• Conduct semi-annual staff survey and operationalize feedback

• Complete three distinct TTX with elementary, middle, and high school staff

• Deploy intelligent CCTV across identified high-risk campuses

• Analyze risk register at 12-month mark and deploy resilience solutions as required

FACILITIES

• 33% of bond projects complete

• MMS and CIC projects at 50%

• Engage community stakeholders for a potential 2024 bond initiative

• PM cycle established

• FMX tracking and assessments

• Increase staffing of skilled-based personnel (plumber, electrician)

• Continue to increase department funding by 5% each year to meet capital and PM projects

• Prioritize long-range projects and implement a PM calendar to sustain mechanical systems

• Prepare long-range cycle of furniture replacement and playground replacement needs

• Prepare a quarterly report for the superintendent outlining the long-range PM, capital needs, project status, and mechanical systems update

FINANCE

• Incorporate Strategic Plan into development of budget book – include 5-year projection of revenue and expenses as well as enrollment projections and state funding

• During budget building, tie school and department level budgets to the Strategic Plan and Portrait of a Graduate

• Quarterly Financials Flyer

2024–25

SAFETY

• Assess and realign risk management strategy to fit identified pain points

• Conduct periodic review of all school assessments and identify any changes

• Evaluate overall risk profile of 9-R at 24 months

• Complete four quarterly TTX involving all internal and external stakeholders

• Review and implement best practices for security team

• Conduct comprehensive three-year staff analysis pertaining to safety and security

FACILITIES

• 2022 Bond projects wrap-up

• FMX full implementation and assessment of facility resources

• Full implementation of PM and assessment of long-range sustainable facility assets

• Staffed with skilled labor to maintain and sustain district-wide facility PM plan

• Capital projects submitted and assessed to ensure most projects are addressed and/or completed for the upcoming school year

• Reassess long-range projects

• Assess systems to support all mechanical systems

• Conduct a district-wide assessment of furniture and facility equipment (tools and vehicles) to include all mechanical systems

FINANCE

• Incorporate Strategic Plan into development of budget book – include 5-year projection of revenue and expenses as well as enrollment projections and state funding

• During budget building, tie school and department level budgets to the Strategic Plan and Portrait of a Graduate

• Quarterly Financials Flyer

Staff

• Safety: Kathy Morris, Melissa Boudreaux

• Facilities: Mike Cavender, Karen Cheser, Brandon Perkins, Kathy Morris

• Finance: Kira Horenn, Karen Cheser