Students’ academic growth and proficiency will be impacted by a strong academic core that serves as the foundation on which the school experience develops.

 

Priority Action 1.1.1

Monitor the State adoption of a new mathematics framework. Investigate mathematics curriculum aligned to the new framework.

Priority Action 1.1.2

Provide a parent information series in conceptually based mathematics and the development of districtwide cultures of thinking.

Priority Action 1.1.3

Develop teacher leadership cohorts to provide coaching and support in core content areas, including English-Language Arts, Mathematics, History-Social Science, and Science.

Priority Action 1.1.4

Develop resources to support the successful implementation of the newly adopted History Social-Science curriculum.

Priority Action 1.1.5

Support students’ academic success through the continued development and implementation of co-teaching.

Students develop essential skills and competencies as a result of teacher actions based on instructional practices grounded in research. Students know how to carry out the thinking skills required when they initiate learning in response to inquiry, engage in meaningful tasks, and solve problems.

 

Priority Action 1.2.1

Determine the core instructional competencies every educator in DMUSD must acquire. 

Priority Action 1.2.2

Develop a multi-year progression of professional learning for teachers based on individual teachers’ experience and/or interest in core content areas, including English-Language Arts, Mathematics, History-Social Science, Science, and the Arts.

Priority Action 1.2.3

Develop a focused, systemic two-year approach for professional learning in EEI for teachers new to DMUSD.

Priority Action 1.2.4

Develop a sequence of learning in EEI for experienced staff to be delivered by site principals and teacher leaders.

Priority Action 1.2.5

Provide differentiated professional learning in EEI for every principal.

 

Priority Action 1.2.6

Teachers will continue to engage in differentiated professional learning opportunities in a culture of thinking, including opportunities to participate in a fellows teacher leadership group as well as continued learning using a cohort model.

Priority Action 1.2.7

Provide professional learning to instructional staff specific to the needs of English learners.

Students think critically and apply learning to relevant real-world contexts.

Students’ curiosity and creativity are promoted as they seek out problems and formulate innovative solutions.  Students generate questions, exhibit flexibility in thinking, and are excited by challenges.

 

Priority Action 1.3.1

All students will experience a Design Thinking Unit within the 2023-2024 school year.

Priority Action 1.3.2

Develop and implement a sequence of Design Thinking Units specific to each grade level and differentiated to meet students' unique learning needs.

Priority Action 1.3.3

Design Thinking practices will be embedded within appropriate professional learning opportunities with a goal to build teacher capacity.

Students demonstrate academic success through personal, authentic learning tasks which value unique, individual learning styles. Students play an active role in the assessment of their progress throughout the process of learning. Reporting of student progress is aligned to current pedagogical practice personalized to each student.   

Priority Action 1.4.1

Design professional learning to develop educators’ understanding of personal vs. personalized learning as a pathway to creating systems and structures promoting student ownership and agency.

Priority Action 1.4.2

Examine the role students play in their assessment of personal progress aligned to grade-level content and standards in one content area.

Priority Action 1.4.3

Students and teachers cocreate success criteria around one unit of study so students can assess their own learning and progress. Students produce an artifact and reflection on their own learning experience.

Priority Action 1.4.4

Examine alternatives to the current student progress reporting system. Begin the development of a new student progress reporting system (ie report card).

Students are exposed to a variety of technology and are agile in their creation and use of technology. Students’ use of technology is directly linked to their passions and deep understanding of the global impact. 

 

The school community demonstrates a shared purpose and commitment to a safe and healthy environment rooted in shared accountability where each individual is valued, supported, and personally invested. 

 

Priority Action 2.1.1

All educational partners (staff, parents, and students) will have the opportunity to provide input about what they need in their role to support each individual’s success.

Priority Action 2.1.2

Support students’ academic and social-emotional well-being through the collaboration of counselors and instructional staff as part of a multi-tiered system of support.

Students and staff demonstrate compassion and empathy as part of a school community that embraces diversity and promotes meaningful relationships. 

Priority Action 2.2.1

Staff and parents engage in an articulated learning sequence around diversity, equity and inclusion.

Priority Action 2.2.2

All students at every school will participate in No Place for Hate learning.

Priority Action 2.2.3

Use Second Step Curriculum consistently, and evaluate its effectiveness.

Priority Action 2.2.4

Provide a learning sequence for parents in Second Step to bridge home-school connection in support of student well-being.

Students' personal genius and unique talents are cultivated through an equitable learning experience that provides a sense of belonging and purpose, propelling individuals to thrive in a diverse society.  

Priority Action 2.3.1

Define Tier One academic learning for every student and Tier One social emotional learning for every student.

Priority Action 2.3.2

Instructional services leads a process to begin defining strategies to support students’ exploration of personal genius and unique talents.

Students and staff apply their understanding of different cultures to effectively communicate, collaborate, and interact with empathy.

Priority Action 2.4.1

Utilize the new History Social-Science adoption to further the understanding of different cultures.

Priority Action 2.4.2

Each school will collaborate with families to help educators develop a deeper understanding about important aspects of different cultures of students and families in order to engage with empathy.  

 

Priority Action 2.4.3

Work with higher education to provide adults in the community with opportunities to learn English.

Priority Action 2.4.4

Develop a sequence of steps to support and welcome new families from other countries.

Students understand that their engagement with content via social media has positive and negative impacts, and they make informed decisions about content creation and consumption. Students accept responsibility for creating digital content that has a positive impact on humanity and society at large.  Be nice.

 

Priority Action 2.5.1

Identify district technology leaders that will research the impact of the digital world on students and determine how to share information and best practices with teachers throughout the district.

Priority Action 2.5.2

Identify common up-to-date digital citizenship lessons at each grade level that will be taught to all students and include a home to school connection.

 

Leverage strategic partnerships and professional affiliations, both locally and globally, to expand our thinking and apply best practices to the education setting.

 

Priority Action 3.1.1

Identify staff who will lead work in finding professional partnerships within the community with a goal of identifying ongoing partnerships that impact all students. For example, identifying partnerships by grade-level, site, or geographic area.

Priority Action 3.1.2

Identified staff will attend professional learning and participate as members in professional organizations to inform decision making and further strengthen our innovative network.

Manage and align District resources to strategic plan priorities and initiatives in order to maintain and strengthen district programs and practices.

 

Five-Year Objective 3.3

Engage in proactive, fiscally responsible multi-year planning in order to maintain a prudent budget and strong reserve. Advocate on a state level for adequate funding that impacts unfunded and underfunded programs, including dependable ongoing state facilities funding, funding for Transitional Kindergarten, special education funding, etc.

 

Provide regular updates to the Board of Trustees and community regarding District budget and programming to include Board of Trustees Meeting presentations and Budget Workshop(s).

Priority Action 3.3.2

Advocate for state funding and legislation that impacts DMUSD programs and facilities, including dependable ongoing state facilities funding, funding for Transitional Kindergarten, adequate special education funding, etc.

Maximize the impact of Measure MM Bond funds at all District schools to address facilities’ needs, community priorities, and student learning. 

 

Priority Action 3.4.1

Review and update the Facilities Master Plan to include funding sources and current construction costs and estimates.  

Priority Action 3.4.2

Hold a Board of Trustees Budget Workshop regarding updated funding and construction cost estimates, as well as potential impacts to the Bond Program.

Invest in the staff member skills and expertise that impact the student experience and give the district its distinct character.

 

Priority Action 3.5.1

Fund ongoing professional learning opportunities for all staff aligned with the strategic plan and LCAP.

Priority Action 3.5.2

All certificated and classified staff will participate in site or department based Diversity, Equity, and Inclusion learning.

Priority Action 3.5.3

Analyze means of outreach and ensure that our communication clearly identifies district values and priorities in an effort to extend our ability to attract a diverse candidate pool. 

Priority Action 3.5.4

Conduct ongoing orientations to welcome all staff members into our district.

Students have choice and/or input about their learning environment, subject matter, learning approach, learning pace, and how they demonstrate understanding. Students’ experiences build upon their passions, interests, and strengths.

 

Five-Year Objective 4.2

Students use open, indoor and outdoor collaborative spaces, and have access to educators who share the collective responsibility for student success.  Students engage in purposeful learning matched to their learning styles and/or tasks.

Learning environments are inclusive, relevant, responsive, and ever-changing in support of the unique interests, passions, and needs of each individual student. They inspire creativity and drive innovation.

 

Priority Action 4.3.1

Develop leadership capacity and utilize teacher leadership to support staff with highly effective instructional practice combined with elements of the environment that support responsiveness to student needs.

School facilities support student-centered learning, teacher collaboration, a positive climate, technology integration, flexible scheduling, and connection to the environment, community, and global network.

 

Priority Action 4.4.1

Determine what makes a teacher collaboration room a successful work space.

Identify sites to pilot teacher collaboration rooms. Identify rooms for use at sites. 

Facilities support environmental sustainability and healthy learning practices: exposure to natural light, learning indoors and outdoors, access to fresh air, and spaces for physical and emotional regulation.