# data[].attributes.headline
To strengthen our department level supports of student learning, all leaders need to have consistent vision and systems that provides space for all identities and voices to be heard. This starts from the top. Space for this needs to be part of our scheduling, department/grade level leaders need to be committed to being collaborators and facilitators that are inviting to all identities in voices, and principals and building leaders need to ask for staff feedback prior to meetings so staff voice has a chance and invitation to have a voice. 

# data[].attributes.subject
To strengthen our department level supports of student learning, all leaders need to have consistent vision and systems that provides space for all identities and voices to be heard. This starts from the top. Space for this needs to be part of our scheduling, department/grade level leaders need to be committed to being collaborators and facilitators that are inviting to all identities in voices, and principals and building leaders need to ask for staff feedback prior to meetings so staff voice has a chance and invitation to have a voice. 

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During PLC time teachers will plan for ways each student will be provided with the opportunity to experience a coherent, engaging and challenging curriculum through collaborative planning, data analysis and formative assessment.

# data[].attributes.subject
During PLC time teachers will plan for ways each student will be provided with the opportunity to experience a coherent, engaging and challenging curriculum through collaborative planning, data analysis and formative assessment.

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Provide ongoing professional learning and development for Shaker educators around their identities and how this plays out in their work.  Teachers, in particular, white teachers,need to take on the mindset of being an interrupter to power and privilege.  We have power, and need to actively use this power to disrupt systems of oppression.

# data[].attributes.subject
Provide ongoing professional learning and development for Shaker educators around their identities and how this plays out in their work.  Teachers, in particular, white teachers,need to take on the mindset of being an interrupter to power and privilege.  We have power, and need to actively use this power to disrupt systems of oppression.

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Preparing Black Students- an example of an action step would be to offer commumunication, etiquette, executive functioning skills, and social skills to expose all students to social norms needed to succeed in corporate and international social settings.

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The strategic plan needs to be thought of as a verb. It requires actions to create relationships, systems, and belonging to bring the words to life at each school.  

# data[].attributes.subject
The strategic plan needs to be thought of as a verb. It requires actions to create relationships, systems, and belonging to bring the words to life at each school.  

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Provide professional learning that bridges Tier 1 instructional strategies and behavior management strategies to support student success.

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1.2 Improve and refine the District's data systems and the District's capacity to use educational data to drive student outcomes.

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1.2 Improve and refine the District's data systems and the District's capacity to use educational data to drive student outcomes.

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Use powerschool to pull the data needed for the 5-step process that will drive and inform instruction and student outcomes.

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There is a need for all staff to engage in professional learning on implicit bias. All aspects of the Strategic Plan rely on strong relationships to be successful. If any adult that a student interacts with is allowing their implicit bias to negatively impact that students' education, no Strategic Plan goals will come to fruition in that type of environment.

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Objective 4.5 emphasizes professional learning on social-emotional learning strategies, which will help our staff and students to build comfortable relationships which each other and build a sense of belonging in the learning community. We continue to look at ways to strengthen our Advisory curriculum to support social-emotional learning for our students.

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4.1 Analyze District data to identify trends, patterns, and areas of needed improvement to inform professional learning design and content

# data[].attributes.subject
4.1 Analyze District data to identify trends, patterns, and areas of needed improvement to inform professional learning design and content

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As a district we're continuing to use data to guide curriculum design and professional learning in order to close the opportunity gap so that we reach our most marginalized students.

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Advancing educational equity is key.  Staff, as well as students, benefit when everyone has a sense of belonging.  

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Advancing educational equity is key.  Staff, as well as students, benefit when everyone has a sense of belonging.  

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Continuous and intentional professional learning that is authentic and allows for deep reflection so that we can model, embrace and create a community where all belong. Personal reflection on our own biases is the critical piece to this! Individual accountability must be built into our systems.

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Goal three in the SP addresses systems and the need for quality control to support the learning community. The district will continue to build understanding in the community and among the staff about the details of the new facilities plan so that we can promote the needs ahead of the November bond issue.

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Goal two emphasizes disrupting systems that have been in place historically so that all students can achieve academic excellence as we continue to work towards equitable practices throughout the district.

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We plan to incorporate a greater amount of alignment meetings between schools, and also with community stakeholders to better serve students and families.

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We plan to incorporate a greater amount of alignment meetings between schools, and also with community stakeholders to better serve students and families.

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Several objectives within the SP emphasize "each student" instead of "all students". We felt this connected with the concept of "identities" as we are constantly acknowledging that each student has a unique starting point and unique goals, and that we have to acknowledge students' individual identity to support them towards reaching their excellence.