Key Outcomes of the Systems of Support Priority
SD 308 is improving student support by strengthening Social Emotional Learning (SEL), academic interventions, and collaborative teamwork. Over the next three years, school schedules will be evaluated, and clear expectations will be provided to students. Staff roles will be clearly defined, and teachers will receive the necessary professional development to align more closely with district and school goals. By 2028, these efforts will be refined to create a stronger, more student-focused learning environment across the district.
2025 - 26 Objectives
Academic & Student Success
1. SupportIntegrate rightful presence and behavioral expectations within the scope andsequence of Social Emotional Learning (SEL) lessons or units for grades PK-8.
2. Identify and implement clearly defined instructional and SEL/behavior standards ofpractice for Tier 1 instruction, including differentiation for all learners.
3. Align common Tier 2 and Tier 3 academic and SEL/behavioral interventions andprotocols across schools, including the qualification criteria, intervention materials,and instructional intervention expectations.
2. Identify and implement clearly defined instructional and SEL/behavior standards ofpractice for Tier 1 instruction, including differentiation for all learners.
3. Align common Tier 2 and Tier 3 academic and SEL/behavioral interventions andprotocols across schools, including the qualification criteria, intervention materials,and instructional intervention expectations.
Educational Access & Supportive Environment
1. Implement a new data dashboard tool to increase the utilization of data to drivedistrict and school improvement.
2. Reorganize the structure of student support time for junior high schools to be moreresponsive and student-centered.
3. Enhance the continuous improvement of foundational practices through schoolleadership teams grounded in collaboration.
3. Enhance the continuous improvement of foundational practices through schoolleadership teams grounded in collaboration.
Partnership & Collaboration
1. Develop and implement a comprehensive district professional learning plan to alignresources to goals and needs.
2. Implement the school leader paradigm grounded in culture, learning, and systems thatpromotes collaborative leadership and continuous school improvement.
3. Enhance rightful presence for students in special education programming throughgreater collaboration with general education peers.
2. Implement the school leader paradigm grounded in culture, learning, and systems thatpromotes collaborative leadership and continuous school improvement.
3. Enhance rightful presence for students in special education programming throughgreater collaboration with general education peers.
Resource Allocation
1. Develop staff plans for each school and department that reflect equitable distributionof human resources based on student need. Refine plans based on internal datashowing effectiveness and best-practice guidance.
2. Identify financial means needed for identification and implementation of newintervention resources.
3. Identify professional learning time for training of data dashboard and implementationof the tiered academic and behavioral practices, interventions and protocols.
2. Identify financial means needed for identification and implementation of newintervention resources.
3. Identify professional learning time for training of data dashboard and implementationof the tiered academic and behavioral practices, interventions and protocols.
2026 - 27 Objectives
Academic & Student Success
1. Continue integration of rightful presence and behavioral expectations within the scope and sequence of Social Emotional Learning (SEL) lessons or units for grades PK-8.
2. Continue implementation of clearly defined instructional and SEL/behavior standards of practice for Tier 1 instruction, including differentiation for all learners.
3. Implement differentiated Tier 2 and Tier 3 academic and SEL/behavioral interventions and protocols across schools including the qualification criteria, intervention materials, and instructional intervention expectations.
2. Continue implementation of clearly defined instructional and SEL/behavior standards of practice for Tier 1 instruction, including differentiation for all learners.
3. Implement differentiated Tier 2 and Tier 3 academic and SEL/behavioral interventions and protocols across schools including the qualification criteria, intervention materials, and instructional intervention expectations.
Educational Access & Supportive Environment
1. Align the data dashboard to instructional interventions and supports, and provide professional learning on the implementation.
2. Enhance the continuous improvement of foundational practices through school leadership teams grounded in collaboration.
3. Examine and evaluate the feasibility of changes to the structure of the school day to be more responsive to student needs.
2. Enhance the continuous improvement of foundational practices through school leadership teams grounded in collaboration.
3. Examine and evaluate the feasibility of changes to the structure of the school day to be more responsive to student needs.
Partnership & Collaboration
1. Continue use and refinement of a comprehensive district professional learning plan aligned to goals and needs.
2. Expand use of the school leader paradigm grounded in culture, learning, and systems that promotes collaborative leadership and continuous school improvement.
3. Enhance rightful presence for students in special education programming through more extra-curricular opportunities.
2. Expand use of the school leader paradigm grounded in culture, learning, and systems that promotes collaborative leadership and continuous school improvement.
3. Enhance rightful presence for students in special education programming through more extra-curricular opportunities.
Resource Allocation
1. Redevelop job descriptions with clearly defined roles and responsibilities of departmental and building-level staff, ensuring alignment with the district's equitable staffing plan.
2. Identify financial resources needed for intervention resources.
3. Identify professional learning time for training of data dashboard and broadened implementation of the tiered academic and behavioral practices, interventions, and protocols.
2. Identify financial resources needed for intervention resources.
3. Identify professional learning time for training of data dashboard and broadened implementation of the tiered academic and behavioral practices, interventions, and protocols.
2027 - 28 Objectives
Academic & Student Success
1. SupportContinue integration and evaluation of rightful presence and behavioralexpectations within the scope and sequence of Social Emotional Learning (SEL) lessons or units for grades PK-8.
2. Continue implementation and evaluation of clearly defined instructional and SEL/behavior standards of practice for Tier 1 instruction, including differentiation for all learners.
3. Continue implementation and evaluation of differentiated Tier 2 and Tier 3 academic and SEL/behavioral interventions and protocols across schools includingthe qualification criteria, intervention materials, and instructional intervention expectations.
2. Continue implementation and evaluation of clearly defined instructional and SEL/behavior standards of practice for Tier 1 instruction, including differentiation for all learners.
3. Continue implementation and evaluation of differentiated Tier 2 and Tier 3 academic and SEL/behavioral interventions and protocols across schools includingthe qualification criteria, intervention materials, and instructional intervention expectations.
Educational Access & Supportive Environment
1. Identify or develop an instructional technology framework with clearly defined standards of practice for Tier 1 instruction inclusive of all learners including special education and multilingual learners.
2. Enhance and refine the continuous improvement of foundational practices through school leadership teams grounded in collaboration.
3. Refine data dashboards and continue professional learning as needed for effectiveuse and alignment.
4. Implement recommended changes to the structure of the school day to increase responsiveness of student needs.
2. Enhance and refine the continuous improvement of foundational practices through school leadership teams grounded in collaboration.
3. Refine data dashboards and continue professional learning as needed for effectiveuse and alignment.
4. Implement recommended changes to the structure of the school day to increase responsiveness of student needs.
Partnership & Collaboration
1. Review use of the school leader paradigm grounded in culture, learning, and systems as it promotes collaborative leadership and continuous schoolimprovement.
Resource Allocation
1. Review revised job descriptions with clearly defined roles and responsibilities of departmental and building-level staff for effectiveness in ensuring alignment withthe district's equitable staffing plan.
2. Identify professional learning time for continued implementation of the tiered academic and behavioral practices, interventions, and protocols.
2. Identify professional learning time for continued implementation of the tiered academic and behavioral practices, interventions, and protocols.
Objectives in Action:
Objectives in Action:![]()
Objectives in Action:
Focus On...
Focus On...![]()
Focus On...
Staff
- These objectives focus on staff roles, training, collaboration, leadership, and planning.
- Identify and implement clearly defined instructional and SEL/behavior standards of practice for Tier 1 instruction, including differentiation for all learners.
- Develop and implement a comprehensive district professional learning plan to align resources to goals and needs.
- Enhance the continuous improvement of foundational practices through school leadership teams grounded in collaboration.
- Implement the school leader paradigm grounded in culture, learning, and systems that promotes collaborative leadership and continuous school improvement.
- Identify professional learning time for training of data dashboard and implementation of the tiered academic and behavioral practices, interventions and protocols.
Students
These objectives directly affect students’ learning experiences, behavioral support, equity, and access to services.
- Integrate rightful presence and behavioral expectations within the scope and sequence of Social Emotional Learning (SEL) lessons or units for grades PK-8.
- Reorganize the structure of student support time for junior high schools to be more responsive and student-centered.
- Align common Tier 2 and Tier 3 academic and SEL/behavioral interventions and protocols across schools, including the qualification criteria, intervention materials, and instructional intervention expectations.
- Enhance rightful presence for students in special education programming through greater collaboration with general education peers.
- Develop staff plans for each school and department that reflect equitable distribution of human resources based on student need. Refine plans based on internal data showing effectiveness and best-practice guidance.
- Identify financial means needed for identification and implementation of new intervention resources.
Community
- While this set is primarily internally focused, the following objective supports both internal decision-making and transparency, which can indirectly impact community trust and understanding:
- Implement a new data dashboard tool to increase the utilization of data to drive district and school improvement.
