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Pathways to Opportunity

Tulsa Public Schools’ 2022-2027 Strategic Plan

Our Core Values

Equity: We know that our diversity is a community treasure, and we are committed to dismantling practices and systems that perpetuate inequities, being actively anti-bias, anti-racist, and working toward justice and opportunity for all.

Character: We are honest, trustworthy, and have high standards of behavior. We make decisions based on what our students and community need, and we do the right thing even when it is hard.

Excellence: We work together to give Tulsa the world-class schools it needs and deserves. We expect a lot of one another, and we support one another in achieving our shared, high expectations. 

Team: We care for one another and work together to celebrate success, learn from struggles, and work to help every team member be their best selves. 

Joy: Joy at school and at work makes us more productive, because when we create, innovate, and imagine, our motivation grows. Also, we love to have fun! 

Our Beliefs

OUR STUDENTS CAN

Every child can learn. Every child has talent. Every child has value. To succeed in a competitive world and to serve as the next generation of leaders, students must engage in their education, own their learning, and feel accepted and supported in our schools.

OUR TEACHERS MAKE IT HAPPEN

Extraordinary teachers are the heart of successful schools, and they deserve working conditions and environments that promote educator professional growth and fulfillment. We must foster learning communities where teachers can continually hone their craft and content knowledge to design engaging learning experiences that meet the needs of every child.

OUR PRINCIPALS ARE KEY

Principals’ responsibilities are strategic, vast, and intense. As leaders, they must be visible, hire the right staff, cultivate talent, build relationships with families and communities, foster positive and safe school cultures, and ensure results. We must support principals’ growth as instructional leaders who strengthen the quality of teaching and learning in all classrooms.

OUR DISTRICT IS “ALL IN”

Effective teams collaborate and continually assess and improve their service to schools. This means our employees and board must work together, reflect, adjust, think ahead, and innovate in service of powerful teaching and learning.

OUR COMMUNITY IS ESSENTIAL

High quality schools are vital to the health of our community. Our children and schools need all of us—educators, families, and community partners. We must engage our families and all of Tulsa by embracing transparency, holding ourselves accountable to high standards, proactively communicating, and working as a team toward the success of every student.

Learners, Contributors, and Designers

Our approach is based on the belief that we are all learners, contributors, and designers of our schools and our own futures.

Being a learner: Through learning, application, reflection, and persistence, we grow every day. We understand that challenges are important opportunities to build our knowledge and skills.

Being a contributor: We have responsibilities to each other and our world, so we are leaders who seek progress, affect change, and help others be successful. We are participants in and contributors to the well-being of our schools and larger communities. 

Being a designer: We solve problems and bring ideas to life. Our team members and students have the autonomy, time, and support necessary to reimagine, innovate, and iterate.

Habits of Success

WORK HARD. Successful people work hard—often doing more than is expected. They take responsibility for their effort, results, and behavior. Successful people do their best and persevere when things get difficult. 

BE CURIOUS. Successful people are full of curiosity, wonder, and awe about everything around them. They ask questions, consider possibilities, imagine new realities, innovate, and create solutions.

SOLVE PROBLEMS. Successful people notice and identify problems and design possible ways to resolve them. They collaborate with others to make things better. Successful people also solve problems with others by accepting differences with grace and dealing peacefully with anger and disagreements.

STAY FOCUSED. Successful people have a purpose—for a moment, a task, a day, or their lifetime. They set goals and have clear yet flexible plans for accomplishing those goals.

FAIL FORWARD. Successful people know that mistakes are wonderful opportunities to learn. They reflect on their experiences and, as result, understand more about themselves and about how they can do even better in the future.

BE KIND. Successful people treat others—from family and friends to strangers on the street—with care, grace, and respect. They have empathy—putting themselves in the shoes of others to understand their circumstances. Successful people listen carefully to others and lose and win courteously.

WELCOME CRITICISM. Because successful people are learners, they embrace criticism. They are hungry for feedback and eagerly use it to improve. They reflect on feedback and move forward with renewed readiness to achieve.

GIVE BACK. Successful people live with gratitude for what they have and contribute what they can to make the world a better place. They have an open mind and compassion for others and contribute to the community and the world.

HAVE FUN. Even in the most difficult of circumstances, successful people can find joy. They seek fun in the large and small moments of life. While they are serious when necessary, successful people are having a blast with life.

STAY HEALTHY. Successful people take care of themselves. They eat right, exercise, and get enough sleep. Successful people manage their emotions and build a life that balances responsibilities, family, friends, and fun.

The development of this plan

  • April 2021: Tulsa Board of Education begins community outreach, completing 35 engagement and listening sessions to understand our community’s expectations for Tulsa Public Schools
  • June 2021: 30-person community committee created to guide the development of Pathways to Opportunity
  • July 2021: Tulsa Board of Education votes to adopt a mission, vision, goals, and a measurement plan for Pathways to Opportunity 
  • August 2021: 30-person community committee votes to approve six core strategies
  • September 2021: Tulsa Public Schools hosts more than a dozen stakeholder engagement sessions to share the draft strategic plan and collect feedback
  • December 2021: Pathways to Opportunity completed

The Strategic Planning Community Committee 

Our community committee included students, teachers, support professionals, school leaders, parents, community and business leaders and advocates, and district team members. During the summer of 2021, the committee members and Tulsa Public Schools co-developed Pathways to Opportunity. The committee selected and wrote the six core strategies in our plan.

Ashley Philippsen, Chair
Teresa Aguayo
Elfreda Austin
Mark Cole
Marilyn Ezell
Laura Grisham
Payton Guillory
Charles Harper
Tara Henderson
Jahaziel Hiriart
Jeff Jaynes
LeeAnne Jimenez 
Delia Kimbrel
Maria Elena Kuykendall
Nancy Leonard


Jessica Lozano-Alvarez
Joyce McClellan
Kylah McKinney
Kiaro Miller
Isaiah Morehead
Greg Robinson
Donna Ross
Irma Sandoval
Anhna Vuong
Rose Washington-Jones
Lindsay White
Joey Wignarajah
LaVerne Ford Wimberly

Our strategies at-a-glance
 

Strategy 1: Healthy schools in which students develop, achieve, and thrive

Tulsa Public Schools will provide comprehensive social and emotional support for all students with skilled and supported team members.

Our community says this matters because:

"Students must be socially, emotionally, and physically healthy before they can learn the skills they need to succeed.”

Our educators say this matters because:

“The work of teaching is both deeply human and personal. We all do our best work when our social emotional needs are addressed. Educators and students need additional support so that the important work of teaching and learning can happen.”

Our students say this matters because:

“Good mental health allows us to think clearly, develop socially, and learn new skills. Additionally, good friends and encouraging words from adults are important for helping us develop self confidence, high self-esteem, and a healthy outlook on life.”


Strategy 2:  Rich literacy that provides a lifetime of opportunity

Tulsa Public Schools will develop students’ ability to read, speak, think, and write in all content areas through evidence-based instructional materials and equitable practices.

Our community says this matters because:

"Literacy, critical thinking and problem-solving, and communication are essential skills for students to achieve academically and professionally as contributing members of the Tulsa community.”

Our educators say this matters because:

“As educators, we believe that ALL of our students deserve the opportunity to learn. Students' literacy skills, no matter the discipline, will position students as lifelong thinkers.”

Our students say this matters because:

“Reading books, writing and speaking to us stimulates our imagination and expands our understanding of the world. It helps us develop language and listening skills and prepares us to understand the written word.”


Strategy 3: Tulsa as a city of learning and opportunity

Partner with our community to provide students with intentional learning opportunities in and out of school that spark curiosity and provide real-life experiences. 

Our community says this strategy matters because:

"Partnering with the community to engage students in experiential learning not only improves learning and academic achievement, it also allows students to discover many new opportunities that are accessible to them.”

Our educators say this matters because:

“Our students have unique passions, interests, and hopes for the future. Making learning come alive, in and out of the classroom, strengthens school communities and helps our students explore what’s possible for their future.”

Our students say this matters because:

“Relationships with community members around topics that we care about sparks motivation. It can help establish trust and helps us feel like we are learning things that will matter in the future.”


Strategy 4: A rich, personalized, and real world-ready high school experience

Tulsa Public Schools will offer high school courses that provide meaningful credits and credentials that help launch a choice-filled adult life. 

Our community says this strategy matters because:

"Offering students courses that align with their interests and that teach specific life skills will instill a deeper love of life-long learning while preparing them to immediately become contributing members of the community.”

Our educators say this matters because:

“Every educator plays a role in helping students imagine their future. Our charge is to prepare our students for whatever path they choose after graduation. We can meet that challenge by ensuring every student has a plan and a meaningful head start.”

Our students say this matters because:

“Students want to choose a path for our own future. Some of us are ready for the work force and others want to head straight to college. It’s important to offer different courses that both give us credentials for future careers and prepare us for the option of college.”
 

Strategy 5: A skilled team that reflects our community and is deeply valued for their contributions

Tulsa Public Schools will cultivate a skilled, valued, and culturally responsive team that is motivated to stay and grow through multiple career pathways.

Our community says this strategy matters because:

“Building a highly skilled, culturally responsive team that feels valued and supported will reduce turnover and ensure that we have the right people in the right positions to support student outcomes.”

Our educators say this matters because:

“Our team of educators needs to feel valued, seen, and supported. These conditions enable us to collaborate and grow together as teammates.  We can cheer on one another as we cheer on our students.”

Our students say this matters because:

“The adults in our schools have the ability to shape the leaders of the future and inspire future generations. As students, we need an active and professional team around us that cares about our success and has a plan to help us.”


Strategy 6: Welcome and value every family as their child’s first, most important, and lifelong teachers

Tulsa Public Schools will support, develop, and organize all of our team members to create an inclusive, engaging, and collaborative environment with families.

Our community says this matters because:

“It takes a village to raise our students. Families, educators, and the community more broadly all have a role to play in keeping our students on target and helping them be successful.”

Our educators say this matters because:

“Students can be more successful when team members, parents, and the community work together with the common goal of investing in the whole student. Every school team member plays a role in welcoming and partnering with our families.”

Our students say this matters because:

“The more parents are involved in their children's education, the better our entire class' motivation, behavior, and grades become. It’s important to try and engage every student’s family. The collaboration between the two is what helps us be clear on our future goals and next steps.”

A closer look at our strategies

Strategy One: Healthy schools in which students develop, achieve, and thrive

Tulsa Public Schools will provide comprehensive social and emotional support for all students with skilled and supported team members.

Initiative 1:  Provide students with a school experience that builds the knowledge, habits, skills, and mindsets for long term success in school and life. 

This means Tulsa Public Schools will:

  • Ensure every child has trusting relationships with adults at school who know them, advocate for them, and empower them to grow on their own unique pathway
  • Implement quality classroom materials that build a foundation for students’ long term wellness
  • Implement consistent practices that nurture strong relationships and create the conditions for meaningful learning 

Initiative 2: Work to connect our students to the support they need, when they need it, through a combination of Team Tulsa staff and community partners.

This means Tulsa Public Schools will:

  • Expand wellness services for students using both Tulsa Public Schools team members and community partners
  • Improve the conditions for teaching by expanding services for students with immediate wellness needs
  • Bring together teams at every school to coordinate personalized and data-informed support to our students 

We will measure our progress through:

  • The percentage of students reporting supportive adult relationships in school
  • The percentage of students reporting a sense of belonging in school
  • The number of classrooms using best practices for student social and emotional wellness
  • The suspension rates for students with special needs

Strategy Two: Rich literacy that provides a lifetime of opportunity

Tulsa Public Schools will develop students’ ability to read, speak, think, and write in all content areas through evidence-based instructional materials and equitable practices.

Initiative 1: Provide rich literacy instruction based on the science of reading and tailored support focused on student’s individual literacy needs.

This means Tulsa Public Schools will:

  • Adopt, update, and fully implement a text-rich, culturally-responsive core curriculum that reflects and honors the history, identity, and languages of our students and community
  • Bring together teams to accelerate how students learn to read, write, listen, and speak through collaboration and align on rich text and shared tools
  • Support school teams in adopting consistent practices to meet the needs of all readers including those of multilingual learners and students with special needs

Initiative 2:  Support language acquisition for multilingual learners across all classrooms.

This means Tulsa Public Schools will:

  • Support all team members in celebrating and building on students’ strengths in home languages and cultures
  • Support all Pre-K-12 educators to embed effective language development practices into every classroom
  • Provide opportunities for educators to deepen their expertise in English language development and serve as leaders among their peers

We will measure our progress through:

  • The percentage of proficient readers K-8.
  • The percentage of students reaching reading growth targets
  • Rates of students K-3 who have mastered foundational reading skills
  • The percentage of language learners gaining English proficiency
  • The percentage of our lowest readers reaching their growth targets

Strategy Three: Tulsa as a city of learning and opportunity

Tulsa Public Schools will partner with our community to provide students with intentional learning opportunities in and out of school that spark curiosity and provide real life experiences. 

Initiative 1: Provide equitable access to expanded learning opportunities that are hands-on, fun, and spark curiosity before school, after school, and during the summer.

This means Tulsa Public Schools will:

  • Adopt expanded learning programming models based on learner interests, community needs, and partners’ capacity 
  • Provide before and after school and summer programs that are accessible for families and exciting for students
  • Prioritize powerful play, creativity, and youth voice in expanded learning programming

Initiative 2: Expand our network of community partners to provide expanded learning opportunities that bring the real world to our students. 

This means that with the support of city-wide partners, Tulsa Public Schools will:

  • Identify best practices that connect in and out of school learning and strengthen students’ social, academic, and emotional skills
  • Develop a city-wide blueprint for before and after school, summer learning, mentorship, and internships that match student interest and community expertise
  • Develop sustainable, long-term funding for expanded learning in Tulsa

We will measure our progress through:

  • The percentage of students accessing work and service-based learning
  • The percentage of student reporting of supportive adult relationships in school
  • The percentage of students reporting a sense of belonging in school
  • The percentage of students reaching reading growth targets

Strategy Four: A rich, personalized, and real-world focused high school experience

Tulsa Public Schools will offer high school courses that provide meaningful credits and credentials that help launch a choice-filled adult life. 

Initiative 1: Ensure every Tulsa Public Schools student has a clear pathway to a diploma and credentials that support their future goals.

This means Tulsa Public Schools will:

  • Create a course sequence that allows students to earn high school and college credits earlier 
  • Foster student engagement through relevant coursework and methods of teaching that meet the needs of teenagers today
  • Maximize student access to courses across high schools, colleges, and technical training programs

Initiative 2: Ensure our graduates leave with a life plan and the skills they need to make it happen. 

This means that Tulsa Public Schools will:

  • Provide students with an advisor who helps them prepare to achieve their long-term goals after high school
  • Strengthen career and college planning with advisory programs and counseling throughout middle and high school 
  • Provide students with hands-on learning in financial literacy that will help them transition to early adulthood
  • Support students and their families to complete the financial aid applications necessary to attend college or training programs after high school

Initiative 3. Provide students with hands-on, real-world learning.

This means Tulsa Public Schools will:

  • Welcome industry partners into our schools to offer career counseling, mentorship, internships, and job-shadowing opportunities
  • Create opportunities for career exploration starting in middle school
  • Begin to expand access to credit-bearing work-based or service learning opportunities starting in 10th grade

We will measure our progress through:

  • The percentage of students on-track to earn the highest-level diploma
  • The percentage of high school students eligible for high-level courses
  • The percentage of students applying for financial aid 
  • High school advisories based on common best practices
  • The percentage of students earning a diploma plus post-secondary credits or a credential
  • The percentage of students accessing work and service-based learning
  • The percentage of students engaging in meaningful life planning
  • The percentage of students participating in hands-on financial literacy programs

Strategy Five: A skilled team that reflects our community and is deeply valued for their contributions

Tulsa Public Schools will cultivate a skilled, valued, and culturally responsive team that is motivated to stay and grow through multiple career pathways.

Initiative 1: Recruit and hire talent that reflect and meet the needs of our students.

This means Tulsa Public Schools will:

  • Strategically use incentives and recruitment to find and hire talented team members who represent the families of Tulsa, eventually including a “grow our own” program that invites current students onto Team Tulsa
  • Improve our application and hiring process so that we are competitive and  accessible to high-quality candidates and can effectively and efficiently staff Team Tulsa 

Initiative 2:  Develop and retain talent who are committed to our students, core values and beliefs, and the future of our district.

This means Tulsa Public Schools will:

  • Expand Tulsa Public Schools’ alternative certification and preparation program to invite a broad range of educators into critical teaching roles across our system
  • Center novice teacher development and support on creating safe, culturally-affirming, and just environments that make student learning possible

Initiative 3:  Build an accessible pathway for promotions, leadership development, and career building on Team Tulsa.

This means that Tulsa Public Schools will:

  • Develop culturally-responsive teacher leaders who have opportunities and incentives to lead from within the classroom and across the district
  • Create opportunities for support staff to explore new roles, seek promotion, and advance their career in Tulsa Public Schools
  • Create a clear process for staff to signal their interest in school leadership, explore the roles, and once in them, receive the coaching and support needed to become successful, culturally-responsive leaders

Initiative 4: Develop an inclusive working environment where staff are valued and fulfilled, and have opportunities to continuously learn and grow as professionals.

This means Tulsa Public Schools will: 

  • Use an inclusive process to define our organizational culture and then work collectively towards achieving it 
  • Build collaborative practices for ongoing learning and improvement and for celebrating success 
  • Learn about employee experiences -- individually and across the system -- to continuously improve our culture
  • Deliberately work to understand the professional experience of historically underrepresented and underserved employees and ensure that they want to stay on Team Tulsa

We will measure our progress through:

  • The percentage of staff of color and bilingual staff

Strategy Six: Welcome and value every family as their child’s first, most important, and lifelong teacher

Support, develop, and organize all of our team members to create an inclusive, engaging, and collaborative environment with families.

Initiative 1: Our schools are welcoming places that value family-school relationships. 

This means Tulsa Public Schools will:

  • Help families get the information and support they need to find the school that is the best fit for their child
  • Expand access to information and resources in multiple languages to help all families stay informed and involved
  • Provide staff with training to help them create school climates where all families feel welcomed and supported 
  • Work alongside families to create school- and district-based opportunities for them to contribute, lead, and provide feedback

Initiative 2: Involve families as learning partners.

This means Tulsa Public Schools will:

  • Provide families with the information they need to understand their child’s academic, social, emotional, and physical growth
  • Equip families with the tools, knowledge, and skills to support their child in building early literacy outside of the school day
  • Provide families with ways to support students in achieving their goals

We will measure our progress through: 

  • Percentage of parents receiving accessible information about special education services and processes

Board Goals and Guardrails

The letters "X" and "Y" indicate placeholders for the targets and baselines that the Tulsa Board of Education will set before July 2022.

Board Goals

The Tulsa Board of Education established three broad goals that represent the most important expectations our community holds for our school system. Between 2022-2027, these goals will be the measurable accomplishments upon which we will focus and that will serve as our collective North Star.

Goal 1: The percentage of K-5 students who are eligible for free/reduced lunch who are at/above the 50th percentile indicating grade-level proficiency in reading on MAP will increase from 23% in May 2021 to 40% by May 2027.

  • Interim Goal 1.1: Percentage of K-5 students who are eligible for free/reduced lunch meeting their projected reading growth on MAP will increase from 50% in January 2020 to 60% by May 2027
  • Interim Goal 1.2: Percentage of K-3 students who have demonstrated grade-level appropriate foundational reading skills (based on MAP fluency assessment) will increase from X% in May 2022 to Y% in May 2027 
  • Interim Goal 1.3: Percentage of K-5 multi-language learners meeting their English language proficiency growth targets will increase from X% in May 2021 to Y% by May 2027

Goal 2: The percentage of 6-8 students who are eligible for free/reduced lunch who are at/above the 50th percentile indicating grade-level proficiency in reading on MAP will increase from 26% in May 2021 to 40% by May 2027.

  • Interim Goal 2.1: Percentage of 6-8 students who are eligible for free/reduced lunch meeting their projected reading growth on MAP will increase from 47% in January 2020 to 60% by May 2027
  • Interim Goal 2.2: Percentage of 6-8 multi-language learners meeting their English language proficiency growth targets will increase from X% in May 2021 to Y% by May 2027

Goal 3: The percentage of graduates earning post-secondary credits and qualifying credentials will increase from x% in May 2022 to y% by May 2027.

  • Interim Goal 3.1: Percentage of 9th, 10th, 11th, and 12th graders “on track” for College and Career Readiness diploma will increase from 68% in May 2021 to 85% in May 2027
  • Interim Goal 3.2: Percentage of 10th-12th graders who meet the assessment requirements for enrolling in college and career tech courses will increase from X% in May 2021 to Y% in May 2027
  • Interim Goal 3.3: Percentage of 12th grade students who complete FAFSA or other approved financial aid application will increase from 41% in 2020 to 70% in 2027

Board Guardrails

Our guardrails are the community values - expressed as strong statements of protection - that Tulsa Public Schools will uphold and respect. Guardrails complement our goals: goals establish our strategic direction and guardrails set boundaries on the methods we use to achieve those goals.  

Guardrail 1: The superintendent will ensure that schools operate with effective social and emotional routines and practices necessary to support instruction in a safe and inclusive climate and culture.

  • Interim Guardrail 1.1: The percentage of students’ favorable responses about their sense of teacher-student relationships will increase from 57% in April 2021 to 65% (grades 6-12) in April 2027
  • Interim Guardrail 1.2:The percentage of students’ favorable responses about their sense of belonging will increase from 38% in April 2021 to 45% (grades 6-12) in April 2027
  • Interim Guardrail 1.3: The percentage of classrooms observed implementing consistent, effective social and emotional teaching practices will increase from X% in May 2022 to 80% in May 2027

Guardrail 2: The superintendent will identify and correct conditions, practices, or procedures that are inequitable for students.

  • Interim Guardrail 2.1: The percentage of bilingual or multilingual staff and staff of color will increase from 44% in June 2021 to 50% in May 2027
  • Interim Guardrail 2.2: The percentage of lowest quintile K-8 students who meet their projected reading growth will increase from 51% in January 2020 to 64% in May 2027
  • Interim Guardrail 2.3: Disproportionate suspension rates for black students will decrease from 1.9x higher than the overall average suspension rate for all students in May 2020 to no more than 1.2x higher in May 2027

Guardrail 3: The superintendent will ensure that secondary students who have met relevant pre-requisite requirements have access to advanced curriculum offerings within Tulsa Public Schools.

  • Interim Guardrail 3.1: The percentage of advisory classrooms delivering district-aligned content will increase from X% May 2022 to 80% in May 2027
  • Interim Guardrail 3.2: The percentage of juniors/seniors enrolled in Tulsa Tech, Tulsa Community College  or AP/IB courses will increase from 42% in May 2021 to 65% by May 2027

Guardrail 4: The superintendent will lead the district out of state corrective action regarding services to students with disabilities, including proper and timely identification.

  • Interim Guardrail 4.1: The percentage of children who are evaluated and whose eligibility for special education services is determined within 45 school days of parent consent will increase from 94% in June 2020 to 98% in June 2025
  • Interim Guardrail 4.2: Long-term suspensions or expulsions (10 days or longer) of students with disabilities will decrease from 2.1x higher than the statewide average in June 2020 to no more than 1.5x higher in June 2025
  • Interim Guardrail 4.3: Families receiving accessible and timely information about special education rights, process, and services will increase from X% in May 2022 to 95% in August 2024

Guardrail 5: The superintendent will ensure that students graduate high school with practical, hands-on life skill experiences.

  • Interim Guardrail 5.1: The percentage of 9th-12th grade students who have participated in at least one work-based or service learning experience will increase from X% in May 2022 to Y% in May 2027
  • Interim Guardrail 5.2: The percentage of 9th-12th grade students who participate in a hands-on financial literacy experience will increase from X% in May 2022 to Y% in May 2027
  • Interim Guardrail 5.3: The percentage of 9th-12th grade students completing their yearly Individual Career Academic Plan required benchmarks will increase from 50% in May 2021 to 90% by May 2027 

Measuring and tracking our progress

The strategies and initiatives in this plan are designed to align to goals, guardrails, and interim measures.

Goal

Interim measure

Strategy 1

Strategy 2

Strategy 3

Strategy 4

Strategy 5

Strategy 6

Increase elementary literacy proficiency

 

Primary

 

K-5 reading growth

 

Primary

Primary

   

Contributing

K-3 reading fluency

 

Primary

     

Contributing

English language proficiency

 

Primary

     

Contributing

Increase middle school literacy proficiency

 

Primary

 

6-8 reading growth

 

Primary

Primary

     

English language proficiency

 

Primary

     

Contributing

Increase rate of credentials and/or post-secondary credit-earning

 

Primary

 

College and career-ready diploma

     

Primary

 

Enrollment in career tech programs

     

Primary

 

FAFSA completion rates

     

Primary

 

 

Guardrail

Interim measure

Strategy 1

Strategy 2

Strategy 3

Strategy 4

Strategy 5

Strategy 6

Social and emotional wellness

Positive student teacher relationships

Primary

 

Primary

     

Student sense of belonging

Primary

 

Primary

     

Consistent wellness practices

Primary

         

Correcting inequitable conditions and practices

Bilingual and multilingual staff

       

Primary

 

Lowest quintile reading improvement

 

Primary

       

Disproportionate suspension

Primary

         

Expanded access to secondary courses

Aligned advisory practices

Contributing

   

Primary

   

Increased enrollment in tech, AP, and IB courses

     

Primary

 

Contributing

Improved special education services

Students receive timely evaluation

           

Proportionate suspensions

Primary

         

Timely information to families

         

Primary

Real life skills for secondary students

Access to work-based learning

   

Primary

Primary

   

Hands-on financial literacy

     

Primary

   

Meaningful life planning

Contributing

   

Primary