Comprehensive Long-Range Planning Committee

Strategic Plan Summary 

Strat Plan 

Consistency: PSD delivers consistently good teaching and grade-level content for all students.   The student’s daily academic experience advances grade level or higher achievement.  There is no educational lottery classroom to classroom, school to school.

Coherence: PSD builds a unified instructional program and sets priorities that are clear to all.  

Gaps in access to grade-appropriate assignments by classroom demographics (including racial demographic groups, students with IEPs, multilingual learners, or students who receive free and reduced lunch) across our school or system are minimized.

25-26 District Implementation Goals 

(Reflect consistency, coherence, rigor, and access)

Literacy 

1A Consistent Content:  PSD adopts and implements High-Quality Instructional Materials (HQIM) to advance grade level or higher instruction.

• PK-12 there is a high-quality curriculum in literacy and math.  
• There is 100% educator participation in curriculum-implementation professional learning.
• District adopted curricular materials are utilized more than two-thirds of the time, including a district adopted scope/sequence, pacing guides, and admin look-fors. 
• 80% or more of the tasks and assignments students experience are grade-level standards aligned and emphasize both the skill and content development within the discipline.  
• 80% of the tasks or assignments are aligned to proficiency scales (K-10) that reflect the depth and complexity of the standards.  
• Tasks are text-specific and require evidence from texts to demonstrate understanding and support ideas.

1B Consistent Collaboration:  Educators engage in common planning and reflection through cycles of inquiry.

• Educators routinely use formative cycles, such as PLC’s, to clarify, reflect on, and plan learning experiences using high quality materials.

1C Coherence in Class: Tier 1 content alignment across providers 

Tier 1 collaboration on grade-level content and materials includes ELD, intervention, and IS. 

• All staff are provided professional learning on approaches for acceleration, not remediation.
  • Assignments, tasks, and texts are scaffolded for students rather than scaled down and strategically removed.
  • Educators learn to strategically apply a range of scaffolds for student learning.
  • Admin observe scaffolds in all classrooms that create access for students.
  • Core content materials and academic vocabulary are used across settings (Tier 1, ELD, IS)

1. K-5 math, ELD, and World Language curriculum adopted by May 1, 2026.
2. 9th and 10th grade HMH materials are used at least 2/3rds of the time.
3. By  Sept. 30, 2026 core content materials and grade level standards are observed in all settings (Tier 1, ELD, IS).
4. By June 2026, curriculum scope and sequences, pacing guides, admin curricular look-fors, and professional learning are provided for staff and administrators to implement adopted curriculum well.  
5. PLCs use the resources for creating consistency to the rigor of the standards.
   1. Proficiency scales are common in 6th grade core content areas by Fall 2026.
6. Walkthroughs show evidence of alignment in instruction classroom-to-classroom and school-to-school.

Graduate w/Options 

2A Consistent Content: Educators monitor student progress in courses and progress toward graduating with options through the ICAP process and portfolio.

• Students receive a consistent level of instruction and access to planning for their future goals through Universal lessons 5-12 (ICAP).
• Staff demonstrate awareness and support of students toward industry certifications, apprenticeships, work-based learning, and concurrent enrollment opportunities.

2B  Consistent collaboration:  Educators commit to concrete actions for individual students to support on time graduation. 

• 9th grade on track, 
• 9th-12th monitoring systems, 
• Greater collaboration between IS case managers and counselors.
• Removal of procedural barriers for course access, acceleration, and credit recovery.

2A Coherence in Pathways:  PSD publishes and updates graduation pathways to provide student access to a range of college and career opportunities.

• Students and families understand how they are able to access a range of pathway options at each high school, concurrent enrollment, certificates, CTC courses, and apprenticeships.
  • Students and families access the Transitions Pathway for post-secondary options.

MH and Belonging 

3A Consistent Content:  

• Students receive consistent instruction in how to interrupt incidences of bullying or harassment.  
• Students receive consistent instruction grounded in the CASEL standards..
• Students experience consistent and safe environments for learning through building-wide SEB and PBIS systems.