- Our District
2025-2026 Priority Actions
Lever 1. Learning Experience - Every learner receives equitable access to a strong academic core and high-quality instruction so that students think and learn across disciplines, connect multiple ideas, create new knowledge, and engage in breakthrough thinking.
Five-Year Objective 1.1
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
Investigate and pilot a mathematics curriculum aligned to the new framework.
Investigate and pilot a mathematics curriculum aligned to the new framework.
Priority Action 1.1.2
With parent input, host a parent information series about DMUSD’s instructional programming that challenges all students to think critically, collaborate, create, and communicate effectively.
With parent input, host a parent information series about DMUSD’s instructional programming that challenges all students to think critically, collaborate, create, and communicate effectively.
Priority Action 1.1.3
Monitor and produce a summary report on the implementation of the History Social Science and Science Curriculum to deepen content knowledge, promote inquiry, critical thinking, and literacy skills.
Priority Action 1.1.4
Continue to provide professional learning and embedded coaching cycles to strengthen inclusive practices and expand effective co-teaching models that improve academic outcomes and equitable access to core instruction for students with disabilities alongside non-disabled peers.
Five-Year Objective 1.2
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
Use DMUSD’s core instructional competencies to implement a differentiated model of professional learning that strengthens the integrity of the instructional core, allows for choice, and develops the capacity of teacher leaders.
Use DMUSD’s core instructional competencies to implement a differentiated model of professional learning that strengthens the integrity of the instructional core, allows for choice, and develops the capacity of teacher leaders.
Priority Action 1.2.2
Establish and support site-based Math Leads to serve as instructional partners who model effective mathematics instruction, offer demonstration lessons, curate exemplar classrooms for peer observation, and serve as a point of contact for staff questions and collaboration.
Establish and support site-based Math Leads to serve as instructional partners who model effective mathematics instruction, offer demonstration lessons, curate exemplar classrooms for peer observation, and serve as a point of contact for staff questions and collaboration.
Priority Action 1.2.3
Integrate the Portrait of a Learner progressions into instructional planning to align learning objectives with competency outcomes, develop shared language, and promote student agency through student and teacher reflection and goal setting.
Integrate the Portrait of a Learner progressions into instructional planning to align learning objectives with competency outcomes, develop shared language, and promote student agency through student and teacher reflection and goal setting.
Priority Action 1.2.4
Develop and distribute resources that principals can use with staff to help staff deepen their understanding of the Essential Elements of Instruction.
Develop and distribute resources that principals can use with staff to help staff deepen their understanding of the Essential Elements of Instruction.
Priority Action 1.2.5
Develop and provide a professional learning series aimed at deepening teachers' understanding of research-based instructional practices that support early-stage English learners in accessing the Common Core State Standards and English Language Development Standards.
Develop and provide a professional learning series aimed at deepening teachers' understanding of research-based instructional practices that support early-stage English learners in accessing the Common Core State Standards and English Language Development Standards.
Priority Action 1.2.6
Host the Cultures of Thinking Summit, Fellows Showcase, and Cognitively Guided Instruction Conference to deepen a culture of thinking in DMUSD and local school districts, encouraging and enhancing educational experiences beyond our district.
Five-Year Objective 1.3
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 experience learning through the design thinking process with an Innovation Technologist, as documented by a scope and sequence, to gain problem-solving and critical thinking skills, as well as create and innovate.
All students experience learning through the design thinking process with an Innovation Technologist, as documented by a scope and sequence, to gain problem-solving and critical thinking skills, as well as create and innovate.
Priority Action 1.3.2
Create and share a bank of design thinking units of instruction for classroom teachers to use with students, empowering them with ready-to-use resources.
Five-Year Objective 1.4
Students demonstrate academic success through personal, authentic learning tasks that 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
Use students' interests and passions to develop personal learning experiences to increase student engagement and sense of purpose in the learning process.
Priority Action 1.4.2
Students use tools such as rubrics, exemplars, success criteria, and peer feedback throughout the learning process to help them take greater ownership of their learning.
Priority Action 1.4.3
Revise our student progress reporting system and report card.
Five-Year Objective 1.5
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.
Priority Action 1.5.2
Expand opportunities for students to use various technologies to deepen their understanding of content knowledge and showcase their learning to an authentic audience.
Priority Action 1.5.3
Continue to engage Tech Experts in professional learning to gain proficiency with Artificial Intelligence tools and share their knowledge with site staff.
Lever 2. Responsive and Caring Culture - Individuals are respected and valued for their unique contributions and diverse perspectives. There exists a shared commitment to a culture of excellence grounded in empathy, compassion, and common purpose.
Five-Year Objective 2.1
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
Based on parent input, provide a parent education series to support the social and emotional well-being of their children.
Priority Action 2.1.2Expand communication with our community to build a deeper understanding of special education programs and inclusive practices in DMUSD.
Five-Year Objective 2.2
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
Priority Action 2.2.3
Implement Second Step’s digital curriculum to promote students’ growth mindsets and goal setting, emotion management, empathy and kindness, and problem solving.
Continue to support the role of Parent Liaisons to build connection, communication, and community for students with disabilities and their families.
Priority Action 2.2.2
Expand “Belonging Week” learning opportunities to all sites to foster inclusivity and belonging.
Expand “Belonging Week” learning opportunities to all sites to foster inclusivity and belonging.
Implement Second Step’s digital curriculum to promote students’ growth mindsets and goal setting, emotion management, empathy and kindness, and problem solving.
Five-Year Objective 2.3
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
Within a Multi-Tiered System of Support, clearly define Tier 1 instruction in DMUSD, to include Tier 1 intervention, in academic, social-emotional, and behavioral learning.
Priority Action 2.3.3
Maintain opportunities for student leadership that strengthen belonging and encourage contributions to school, local, and global communities.
Maintain opportunities for student leadership that strengthen belonging and encourage contributions to school, local, and global communities.
Priority Action 2.3.4
Based on students’ passions and interests, continue to provide opportunities for lunchtime choices to build positive relationships across the school community.
Based on students’ passions and interests, continue to provide opportunities for lunchtime choices to build positive relationships across the school community.
Five-Year Objective 2.4
Students and staff apply their understanding of different cultures to effectively communicate, collaborate, and interact with empathy.
Priority Action 2.4.1
Create parent and student ambassadors to welcome and connect new families to the school community.
Priority Action 2.4.2 Provide opportunities for students to explore global cultures, traditions, and perspectives both inside and outside the curriculum.
Five-Year Objective 2.5
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
Create and implement a scope and sequence for each grade level that includes both Second Step and Digital Citizenship lessons.
Priority Action 2.5.2
Provide ongoing communication between home and school related to social-emotional learning and digital citizenship.
Provide ongoing communication between home and school related to social-emotional learning and digital citizenship.
Lever 3: Stewardship of Resources - Human capital, fiscal resources, and facilities intentionally align in support of the extraordinary school experience.
Five-Year Objective 3.1
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
Analyze, develop, and maintain professional partnerships to support staff professional learning and participation in professional organizations to inform decision-making and further strengthen our innovative network, all focusing on enhancing student learning opportunities and outcomes.
Priority Action 3.1.2
Review process and communication methods regarding community partnerships to share information and impact about community partnerships to families and staff.
Five-Year Objective 3.2
Manage and align District resources with strategic plan priorities and initiatives in order to maintain and strengthen district programs and practices.
Priority Action 3.2.1
Prioritize funding based on goals and actions included in Destination 2028! and the LCAP. Ensure that STEAM+, small class sizes, and other Board-identified priorities are funded both in the short and long term.
Priority Action 3.2.2
Include students and staff in the identification of next steps to reduce waste and increase recycling throughout the district, to include continued support of green teams at all sites.
Include students and staff in the identification of next steps to reduce waste and increase recycling throughout the district, to include continued support of green teams at all sites.
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.
Priority Action 3.3.1
Provide regular updates to the Board of Trustees and community regarding District budget and programming, including Board of Trustees Meeting presentations, a budget one-pager, and inclusion of budget and programming in regular District communication.
Priority Action 3.3.2
Continue advocating 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.
Five-Year Objective 3.4
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
Regularly update the Facilities Master Plan and communicate Measure MM progress to the Board and Community through Board Meeting presentations and inclusion of facilities updates in regular District communication.
Five-Year Objective 3.5
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
Priority Action 3.5.2
Ensure District recruiting practices have a broad reach within the State and region to attract a diverse candidate pool.
Fund ongoing professional learning opportunities for all staff aligned with Destination 2028! and the LCAP.
Priority Action 3.5.2
Ensure District recruiting practices have a broad reach within the State and region to attract a diverse candidate pool.
Lever 4. Design Influence - Rich and meaningful learning occurs at the intersection of purposeful, engaging learning, innovative thinking, and a compelling curriculum.The physical environment across all learning spaces supports rich and meaningful learning by influencing how individuals interact, their behaviors, and their engagement in authentic personal and collective learning.
Five-Year Objective 4.1
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.
Priority Action 4.1.1
Students are involved in the curation, design, organization, and use of the learning environment to increase student agency and promote belonging.
Priority Action 4.1.2
Teachers create opportunities for students to demonstrate mastery of content through meaningful choices.
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.
Priority Action 4.2.1
Identify and activate potential and existing common learning spaces, both indoor & outdoor, to extend learning beyond the traditional classroom and use these spaces for student learning across classes and grade levels.
Five-Year Objective 4.3
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
To enhance professional collaboration, all teachers will engage in collaborative routines to observe and reflect on instructional frameworks and learning environments.
Priority Action 4.3.2
Examine PK–6 learning environments for accessibility, inclusivity, and the ability to support the needs of individual students.
Five-Year Objective 4.4
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
Identify potential teacher collaboration spaces and build upon pilots to improve professional collaboration spaces for staff.
Priority Action 4.4.2
Conduct a review of how often students are actively engaged in a variety of learning spaces, and use the findings to inform future improvements.
Five-Year Objective 4.5
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.
Priority Action 4.5.1
Continue to support healthy learning practices across all nine school sites, including exposure to natural light, indoor and outdoor learning, access to fresh air, and spaces that promote physical and emotional regulation.