Year 4
Year 4 Plan
Focus Area: Data Systems
Overall Outcome Goal Year 4: By June 2026, staff will be fully implementing data collection plans, policies, procedures, practices and monitoring the usage of data.
Usable Practice: Develop and implement a system for data collection, review, monitoring and assessment that can be used to shift student outcomes. The collected data will assist in making an informed decision by zeroing in on priorities such as behavior and academic outcomes to establish a plan to improve disproportionate student performance and behavioral outcomes particularly for marginalized students.
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SMART GOALS |
Implementation Phase |
Implementation Team |
Implementation Strategies (Drivers) |
Start Date
End Date |
Improvement Cycle (PDSA) (Monitoring timeline) |
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By October 2025, implement a data collection, review and monitoring system.
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Full Implementation
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Elementary principal; MS administrator; HS administrator; ENL director; member of PPS team; Data supervisor; Director of Guidance; Technology Technician (IT rep) |
Share digital resources to all staff to refresh the training process and reminders
Training located on digital icon or website.
Track report/data usage history to impact decision making. |
October 2025-June 2026 |
Quarterly review and monitoring of use of the system reported during district administrator meetings, and to the superintendent and the Board of Education. |
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Between October 2025-June 2026, fine tune the implementation process with any updates or revisions. |
Full Implementation
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Elementary principal; MS administrator; HS administrator; ENL director; member of PPS team; Data supervisor; Director of Guidance; Technology Technician (IT rep) |
Implementation team is updating any revisions to the process, policies, procedures and making necessary changes.
Monitor data process, procedure and usage for fidelity. |
October 2025 –
June 2026 |
Quarterly review and monitoring of use of the system reported during district administrator meetings, and to the superintendent and the Board of Education. |
Focus Area: Multi-Tiered Systems of Support
Overall Outcome Goal Year 4: By June 2026, 50% of behavioral referrals for Black, multi-racial and LatinX students will be reduced.
Usable Practice: Develop and implement a Multi-Tiered System of Support (MTSS) that is culturally responsive to racially, culturally and linguistically marginalized students to inform data driven decision making to provide culturally responsive tiered supports to shift discipline and academic outcomes.
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SMART GOALS |
Implementation Phase |
Implementation Team |
Implementation Strategies (Drivers) |
Start Date
End Date |
Improvement Cycle (PDSA) (Monitoring timeline) |
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By June 2025, review the implemented new code of conduct for inconsistencies and weaknesses.
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Full Implementation |
MTSS Code of Conduct Team |
Monitor code of conduct for implementation fidelity.
Re-train staff on code of conduct.
Analyze district and school level disaggregated discipline data.
Develop and implement action steps driven by disaggregated discipline data.
Evaluate revised code of conduct, including surveying staff, parents/students, and assessing impact on disproportionality. |
September 2025-June 2026 |
Assess implementation of the blueprint that will be used as a guide districtwide. |
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By June 2026, the district will review the implementation and progress in all schools with the RULER (A CRSE approach).
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Full Implementation
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MTSS SEL Team
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Observe 30% of classrooms using the fidelity tool to determine usage of RULER language in classrooms.
Evaluate RULER, including surveying staff, parents/students, and assessing impact on disproportionality. |
September 2025-June 2026 |
Assess implementation of the blueprint that will be used as a guide districtwide. |
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By June 2026, academic and building teams will review the updated and revised programs and practices for AIS instruction.
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Full Implementation
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MTSS Academic Team
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Schedule teams to interpret data and discuss feedback as related to the data.
Monitor new practices/programs for AIS instruction for implementation fidelity.
Evaluate practices/program for AIS instruction, including surveying staff, assessing fidelity to the practices, and impact on disproportionality. |
September 2025-June 2026 |
Review of academic data and feedback from the teams (AIS/Academic focused teams) quarterly. |
Focus Area: Professional Learning and Development
Overall Outcome Goal Year 4: By June 2026, the committees will begin to review, modify and assess the professional learning implementation to the entire school community on culturally responsive disciplinary practices and academic access/outcomes.
Usable Practice: Develop, disseminate and implement a professional development plan, using our existing professional learning structure, that is culturally responsive for educators and addresses disproportionality and academic outcomes, disciplinary measures, and curricular access for marginalized students.
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SMART GOALS |
Implementation Phase |
Implementation Team |
Implementation Strategies (Drivers) |
Start Date
End Date |
Improvement Cycle (PDSA) (Monitoring timeline) |
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By December 2025, committees will review and assess the fidelity of the PD implementation and use.
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Full Implementation
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CRSE PD teams comprised of district and building staff leaders |
Develop a fidelity assessment tool to monitor fidelity implementation of practices.
Conducted observations using the fidelity assessment tool 3 times a year defending on grade.
Develop a survey to assess staff's implementation of practices.
Develop action steps based on data. |
December 2025 |
The team will meet to assess data, feedback, progress and develop next steps.
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By June 2026, committees will modify and improve the fidelity of the PD implementation and use. |
Full Implementation |
CRSE PD Teams comprised of district and building staff leaders
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Revise plan and next steps based on feedback and data will drive changes. |
June 2026 |
The team will meet to assess data, feedback, progress and develop next steps.
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Focus Area: Family and Community Engagement
Overall Outcome Goal Year 4: By June 2026, increase engagement of marginalized community members by 25%.**
Increase graduation rates and participation in advanced courses, extra and co-curricular programs by traditionally marginalized students by 25%.
Usable Practice: Identify, develop and implement a sustainable system for family and community engagement that ensures representation of racially, culturally and linguistically marginalized families in order to build effective ongoing communication between community members and the school district staff.
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SMART GOALS |
Implementation Phase |
Implementation Team |
Implementation Strategies (Drivers) |
Start Date
End Date |
Improvement Cycle (PDSA) (Monitoring timeline) |
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By July 2025, ensure sustainability of the committee.
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Full Implementation
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FCT implementation team |
Review membership and representation of FCT committee and subcommittees.
See above Ensure that FCT committees have maintained representation from all subgroups including: District members, Building leaders, teachers, students (where applicable) and community members. |
July 2025 |
FCT implementation team will meet quarterly to track progress. |
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By October 2025, assess and evaluate improvement in community engagement.
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FCT Sub-committee |
Repeat survey from year 2.
Analyze data.
Identify best practices for community engagement from survey results and continue implementation.
Identify additional goals based on results.
Keep community informed on results and goals moving forward. |
October 2025 December 2025
February 2026
March 2026
May 2026 |
FCT implementation team will meet quarterly to track progress. |
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By March 2026, establish a Community Resource Center to aid with community needs. |
Initial Implementation |
FCT and partnering stakeholder groups |
Identify key objectives for the community resource center.
Message to the community through school sites, the intention and resources available. |
March 2026 |
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By February 2026, assess and evaluate student engagement from marginalized student groups in: advanced classes, co-curricular and extra-curricular activities and compare it to original baseline data. |
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FCT Sub-committee
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Meet with building leaders.
All schools provide data on enrollment in advanced classes and attendance in Co-curricular and extra-curricular events for students from marginalized student groups. |
February 2026 |
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**This goal grows from years 1-3, recognizing the committee is up and running and now assessing the larger impact of the family engagement work.
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