Jamesville-Dewitt Central School District > About Us > 2025-27 Strategic Plan

2025-27 Strategic Plan

Blueprint for Excellence Introduction

The Jamesville-DeWitt Central School District Blueprint for Excellence is the result of planning sessions held with the Board of Education, leadership, staff, parents, and community members.

The strategic plan will be the backbone for all work done throughout the district from 2025-2027. It will serve as a roadmap to connect with each child and family while enhancing connections as a school and a community. The district is committed to providing a safe and affirming learning environment that is free from discrimination and harassment, and to building a community that recognizes diversity as one of our greatest strengths. 

Blueprint for Excellence is rooted in its mission to provide a holistic educational experience that nurtures the academic, social, and emotional growth of every student. The district is committed to preparing students for success in a rapidly changing world by focusing on their individual needs and fostering a supportive, inclusive learning environment. Its vision emphasizes responsibility for each student’s success, ensuring that their diverse needs are honored, and their potential is maximized. The blueprint is designed to align the district’s practices with its mission and vision, driving progress through clear priorities and goals.

You can view the Blueprint for Excellence document here or scroll down for more information.

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Who We Are

Our shared core purpose, aspirations and expectations are clear:

Our Mission

Our mission is to deliver a holistic educational experience that fosters the academic, social, and emotional development of every student, empowering them to thrive and succeed in a rapidly changing world.  

Our Vision

We have an uncompromising commitment to honoring the individual needs of each student, and take responsibility for ensuring their success.  

Our Core Values

We believe that we can achieve our vision and accomplish our mission if, in all of our work, we will strive to uphold the following core beliefs:

Commitment to Excellence and High Standards

We are dedicated to achieving the highest standards in all our endeavors, continually striving for improvement and excellence.

Equity, Belonging, Inclusion

We develop a sense of belonging to ensure that all individuals have equal opportunities to succeed, embracing and celebrating diversity within our community.

Academic Excellence

We are committed to providing high-quality education that promotes holistic experiences, critical thinking and intellectual growth for all students.

Passion for the Work

Our enthusiasm and dedication to our work drive us to exceed expectations and inspire others.  

Respect

We treat everyone with dignity and value diverse perspectives, fostering an inclusive and supportive environment.  

Partnership with Families and the Community

We collaborate closely with families and the school community, recognizing the role of partnerships in supporting student success and well-being.  

Integrity, Honesty, Ethical Decision Making

We make decisions based on integrity, honesty, and ethical considerations, ensuring our actions reflect our commitment to doing what is right.  

Culturally Responsive

We understand and respect the diverse cultural backgrounds of our community, integrating this awareness into our practices and interactions.  

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Priority Areas

Based on community feedback and initial planning by the Board of Education and Leadership Team, the following three areas were identified as priorities to be focused on in order to fulfill the mission of the district. Goals have been developed for each area.

Priority Area 1: Academic Excellence

In the area of Academic Excellence, the district aims to develop and implement a comprehensive program that builds essential life skills, such as collaboration, creativity, and critical thinking, while expanding rigorous opportunities across all grades. This program is designed to be inclusive, ensuring students’ diverse interests and talents are nurtured while fostering cross-curricular and cross-building connections. The district’s goal is to avoid limiting students’ options, providing a well-rounded education that prepares them for a variety of paths, whether college-bound or pursuing other career avenues.

Priority Area 2: Enhanced Student and Family Experience

The second priority area, Enhanced Student and Family Experience, focuses on creating a welcoming and equitable school community through transparent and proactive communication. The district aims to build trust and partnership with students, families, and the wider community by centering their voices and providing comprehensive mental health and whole-child supports.

Priority Area 3: Safe and Efficient Operations

In the Safe and Efficient Operations priority area, the district is committed to ensuring a safe and secure environment for students and staff through improved communication, and the development and maintenance of district facilities and infrastructure.

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Action Plans

Priority Area 1: Academic Excellence

Goal: We will develop, implement, and continually refine a comprehensive, responsive, tiered educational program that focuses on essential skills (e.g., collaboration, creativity, communication, critical thinking) and leverages student interests.

Equity Goal: Eliminate disproportionate academic outcomes.

Focus: Advanced Coursework and Programming

Develop the Portrait of a J-D Graduate – Outline College, Career, Civic Competencies PreK-12

  • Collaborate with stakeholders, including students, staff, and community members, to define the attributes, skills, and knowledge a JD graduate should embody, aligned with the district’s “Profile of a Graduate” vision.
  • Develop map of PreK-12 essential skills
  • Provide resources and professional development for staff
  • Align report card to essential skills and mastery levels
  • Develop materials for students and families to understand the skills
  • Partner with local businesses, community organizations, and skilled professionals to create hands-on, real-world learning experiences.

Person/People Responsible: ASCIE Principals Dept. Chairs & Resource Leaders
Timeframe: Summer 2026-Fall 2027

Increase PreK-Grade 12 Opportunities for Advanced Academic Experiences and Coursework

  • Identify and implement advanced academic programs that provide challenging and rigorous coursework in areas like STEM, humanities, and the arts.
  • Develop opportunities for younger students to explore advanced content, creating a foundation for growth as they move into higher grades.
  • Ensure multiple “on-ramps” for acceleration
  • Annually review and report on access and opportunities for students, make adjustments to ensure equitable access

Person/People Responsible: J-DHS and J-DMS Principals
Timeframe: Fall 2026 – Summer 2027

Implement Summer Programming

  • Align programming to high-priority areas (SEL, early literacy, English language acquisition)
  • Explore health and driver’s education courses to provide flexibility in students’ schedules during the school year
  • Ensure accessible enrollment options for all students to participate in these programs.

Person/People Responsible: ASCIE and Principals
Timeframe: Fall 2026

Solidify Ongoing Curriculum and Program Review

  • Define criteria and procedures for adopting, adapting, piloting, writing and evaluating curriculum.
  • Establish process for ongoing review of curriculum for cultural responsiveness and relevance.
  • Develop curriculum libraries for staff and community.

Person/People Responsible: ASCIE
Timeframe: Summer 2025 and ongoing

Refine Exploratory and Flex Classes at Middle School

  • Meet annually with students, High School Administration and Department Chairs to ensure alignment in Grades 6-12
  • Establish curriculum maps, content, and accountability for exploratory courses
  • Implement relevant, authentic, project-based learning opportunities in 7th and 8th Grade Flex block.

Person/People Responsible: Middle School Principal, ASCIE
Timeframe: 2025-2026

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Focus: Assessment and Monitoring of Student Growth

Develop and Implement a Long-term Professional Development Plan

  • Create a comprehensive PD plan focused on equipping teachers to support student growth, particularly for students with identified disabilities, students of color, and English language learners, through engaging instruction and culturally responsive practices
  • Schedule ongoing PD sessions and workshops that align with curriculum goals and provide teachers with resources, feedback, and support to foster student development.

Person/People Responsible: ASCIE & PD Planning Committee
Timeframe: Spring 2025-Summer 2025

Establish Common Assessments, Tools, and Rubrics PreK-12 to Measure and Monitor Growth.

  • Ensure that district resources are able to monitor and track student growth across grades, ensuring consistency in evaluating academic progress and skill acquisition.
  • Train teachers on effective use of these tools to identify areas for student support and growth, adapting instruction to meet individual needs.
  • Review grading practices across courses and departments.

Person/People Responsible: ASCIE Principals Dept. Chairs & Resource Leaders
Timeframe: Fall 2025

Evaluate and Enhance Current Structures for Student Growth Discussions

  • Review and, if necessary, redesign existing structures (e.g., team meetings, data discussions) to ensure effective conversations about student performance and growth are prioritized.
  • Establish and use district protocols to discuss student data and develop action plans
  • Incorporate regular check-ins to discuss progress, strategies, and targeted interventions to support student success.

Person/People Responsible: Principals
Timeframe: Summer 2026

Develop a Comprehensive Instructional Support Plan

  • Create a plan to provide ongoing instructional support for teachers, including access to coaching, co-teaching opportunities, and instructional resources that reinforce effective practices.

Person/People Responsible: ASCIE & Professional Learning Planning Committee
Timeframe: 2026-2027

Evaluate and Enhance Curriculum with a Culturally Responsive-Sustaining Education (CRSE) Lens

  • Conduct a curriculum audit to identify areas for improvement and ensure materials reflect diverse perspectives, voices, and experiences.
  • Integrate CRSE principles throughout the curriculum to promote inclusivity and provide all students with a rich, meaningful learning experience.
  • Embed CR-SE within ongoing curriculum review process

Person/People Responsible: ASCIE Principals Dept. Chairs & Resource Leaders
Timeframe: Spring 2026

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Focus: Establish an Integrated Multi-Tiered System of Support Model

Review Vision, Roles, and Tier 1 Programming/Resources

  • Review the district’s current MTSS plan and vision for the desired future state
  • Engage Secondary Teams to ensure the vision aligns with schedule and staffing
  • Solidify Tier 1 programming and resources across academics, social-emotional supports, conduct, climate, and attendance.
  • Annually review effectiveness of MTSS model on students, specifically students of color, students with IEPs, and MLL/ELL students.

Person/People Responsible: ASCIE and District MTSS Team
Timeframe: Summer 2025

Base intervention decisions on a clear, objective understanding of students’ current status and next steps.

  • Build an electronic data system to store and access student outcome data, fidelity of MTSS implementation and process data.
  • Integrate data systems across academics, attendance, conduct, and SEL to allow for integrated decision-making.

Person/People Responsible: ASCIE and District MTSS Team
Timeframe: Fall 2025

Share meaningful information to promote continuous improvement.

  • Provide regular, understandable feedback to staff regarding student outcomes and fidelity of implementation.
  • Build and use regular schedules for two-way feedback loops to share data and discuss progress.

Person/People Responsible: ASCIE and District MTSS Team
Timeframe: Summer 2026

Provide the necessary means to successfully implement practices and systems

  • Develop common processes and procedures for effective implementation of integrated MTSS model
  • Build and maintain a library with manuals, materials, and tools (sample forms, quick reference guides)

Person/People Responsible: ASCIE and District MTSS Team
Timeframe: Summer 2027

Enhance Classroom and Student Support with Behavior Specialists and Coaching

  • Identify and train behavior specialists and coaches to support teachers and enhance the classroom environment, particularly in special education programming.
  • Provide ongoing professional development and resources for staff to implement inclusive, supportive strategies that address diverse behavioral and academic needs.

Person/People Responsible: Director of PPS and Principals
Timeframe: Fall 2025

Increase Flexibility in Course Requirements

  • Review course prerequisites and requirements to identify opportunities to make courses more accessible, creating pathways that allow students to explore interests without limiting their options.
  • Implement alternative ways for students to meet requirements, such as summer courses, online options, or interdisciplinary projects that support a flexible learning environment.

Person/People Responsible: J-DHS Principal & Dept. Chairs
Timeframe: Fall 2025 & Ongoing

Foster Community and Cohesion Among Students

  • Create opportunities, such as advisory programs, grade-level projects, or social events, to allow students to connect with peers outside of their specific courses and build a stronger sense of community.
  • Develop cross-grade and cross-course projects that encourage collaboration, enhancing students’ sense of belonging and broadening their social networks within the school.

Person/People Responsible: Principals
Timeframe: Fall 2026

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Additional Equity Strategies and Considerations: 

  • Ensure broad access to both course content and skill-based development for all students.
  • Prioritize skills and developmental opportunities beyond traditional college-prep coursework.
  • Facilitate regular, meaningful discussions on student performance, progress, and growth.
  • Improve tracking and communication with families to keep them informed about educational opportunities, preventing any missed chances for student engagement.
  • Implement grading policies with consistent practices that are standards-based and data-driven, ensuring fairness and transparency across classrooms.
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Priority Area 2: Enhanced Student and Family Experience

Goal: We will foster a welcoming, affirming, and equitable school community through transparent, responsive, and proactive communication that centers student and family voices, provides comprehensive mental health and whole-child supports, and builds trust and partnership across all levels, with measurable commitments to timely, meaningful engagement.

Equity Goal: Improve favorable climate survey responses around relationships, belonging, engagement, and climate.

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Action Steps: Focus: Family Engagement and Partnership

Establish Clear Guidelines for Home-School Communication

  • Define clear communication expectations tailored to each grade level, ensuring consistency and clarity in how and when information is shared with students, families, and staff
  • Create communication plans that outline these expectations, and provide guidelines to staff on effective, timely communication practices

Person/People Responsible: Administrative Team
Timeframe: Summer 2025

Expand Parent-Teacher Partnership Opportunities

  • Encourage active participation and input from families to enhance mutual support and understanding by organizing and promoting additional parent-teacher groups and forums focusing on collaborative goal-setting and shared decision-making.

Person/People Responsible: Superintendent, ASCIE, Building Principals
Timeframe: 2026-27

Streamline Communication Channels

  • Implement a unified communication platform that allows for streamlined, efficient, and accessible updates for families across all grade levels.
  • Simplify messages and provide multiple language options to ensure clear and accessible information.

Person/People Responsible: Superintendent and Communications Support
Timeframe: September 2025

Create Family Engagement and Equity Teams

  • Establish dedicated family engagement teams within each school to foster collaboration and trust.
  • Regularly engage these teams in discussions about school initiatives, policies, and programs that impact students and families.
  • Revisit the purpose and structure of Building Level Teams

Person/People Responsible: Superintendent and Communications Support
Timeframe: September 2025

Develop Strategies for Welcoming Historically Marginalized Families

  • Design inclusive outreach strategies that specifically address and overcome barriers faced by families who have historically felt isolated or marginalized within the school community.
  • Train staff on cultural competency and inclusivity to ensure that all families feel welcomed and respected.

Person/People Responsible: Assistant Superintendent of Curriculum Equity and Instruction
Timeframe: 2025-2026

Host Community Discussions and Provide Support Aligned with Families’ Needs

  • Organize roundtable discussions in community spaces to meet families where they are, inviting local experts to discuss topics that families find valuable, based on their expressed interests.
  • Actively seek out family input on relevant topics and tailor sessions to provide accessible, practical information for parents and caregivers.
  • Survey to identify topics/areas of need.

Person/People Responsible: ASCIE
Timeframe: 2025-2026

Implement Tiered Supports for Family Engagement

  • Develop a tiered outreach strategy that includes proactive engagement with all families, using varied communication methods to ensure inclusivity, particularly for multilingual and culturally diverse families.
  • Ensure all family communications are culturally and linguistically accessible for ELLs and MLLs, providing translations and support as needed.

Person/People Responsible: ASCIE
Timeframe: 2025-2026

Establish a Shared Understanding of Family Roles in Education

  • Create a framework that clearly defines and communicates the roles of families in supporting student learning and development, emphasizing partnership and collaboration.
  • Share this framework broadly, ensuring families and staff understand their roles and responsibilities within the school community to foster a unified approach to student success.

Person/People Responsible: Superintendent
Timeframe: 2026-2027

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Focus: Extracurricular Activities

Enhance Equitable Access to Extracurricular Activities

  • Increase transportation options and reduce participation costs to make extracurricular activities accessible to all students, regardless of financial or logistical barriers.
  • Partner with families to identify and implement strategies that address specific challenges, ensuring no student is prevented from participating due to socioeconomic factors.

Person/People Responsible: School Business Administrator/ASCIE
Timeframe: 2026-2027

Conduct Ongoing Audits of Participation in Extracurricular Activities

  • Track student participation across all activities, gathering data on who is and isn’t involved to identify gaps and potential barriers.
  • Regularly review this data to adjust offerings, outreach, and support, ensuring equitable access for all students.

Person/People Responsible: ASCIE
Timeframe: Spring 2025

Reflect and Expand Offerings to Ensure Cultural Relevance

  • Continuously assess extracurricular offerings to ensure they are culturally affirming and inclusive, actively seeking input from students and families to identify missing or underrepresented activities.

Person/People Responsible: Principals
Timeframe: Summer 2025

Build Partnerships with Local Diverse Organizations

  • Establish partnerships with community organizations that reflect the diversity of the student body, providing relevant and varied opportunities that cater to a range of interests and backgrounds.
  • Collaborate with these organizations to offer workshops, mentorship, and exposure to fields and skills that enrich students’ extracurricular experiences.

Person/People Responsible: Superintendent
Timeframe: 2026-2027

Implement Near-Peer Support Programs

  • Develop a near-peer mentorship program where high school students support and mentor younger students, fostering leadership skills and providing relatable guidance.
  • Offer structured training for high school mentors, creating a supportive environment where younger students benefit from positive role models.

Person/People Responsible: HS Principal
Timeframe: 2026-2027

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Focus: Mental Health and Support Services

Continuously Evaluate and Improve Support Services

  • Conduct ongoing assessments of support services, such as the SEL curriculum, gathering feedback from students, families, and staff to make necessary improvements that enhance program effectiveness and relevance.

Person/People Responsible: Director of PPS
Timeframe: 2025-2026

Engage Directly with Targeted Groups for Input and Feedback

  • Regularly connect with the students, families, and staff who are directly impacted by support services to understand their experiences, needs, and suggestions for improvement.
  • Work with school based mental health provider to gather feedback via a Customer Satisfaction Survey

Person/People Responsible: Director of PPS
Timeframe: 2025-2026

Examine and Enhance Knowledge of Assessment Tools (e.g., BIMAS Survey)

  • Review and improve protocols for using tools like the BIMAS survey to better understand student needs, providing training for staff on interpreting results and applying findings to support mental health initiatives.

Person/People Responsible: Director of PPS
Timeframe: 2025-2026

Expand School-Based Mental Health Clinics

  • Increase access to mental health services by expanding school-based clinics, ensuring all students have equitable access to supportive counseling and mental health resources on-site.

Person/People Responsible: Director of PPS
Timeframe: Summer 2025

Increase Communication and Clarity of Available Supports

  • Develop clear, accessible communication strategies to ensure families, students, and staff are aware of the full range of mental health and support services available within the district.

Person/People Responsible: Superintendent
Timeframe: 2025-2026

Implement Trauma-Sensitive Practices and Increase Staff Cultural Competencies

  • Provide professional development on trauma-sensitive practices, the effects of hostile environments, and culturally competent counseling, with a particular emphasis on the unique developmental needs of students at each level.
  • Train staff on racial identity development and the impacts of micro- and macro-aggressions, ensuring culturally responsive interactions with students.

Person/People Responsible: ASCIE
Timeframe: 2025-2026

Foster Cultures of Belonging and Address Mistreatment and Cyber Safety

  • Build cultures of belonging within schools by addressing mistreatment, cyberbullying, and safety, integrating threat assessments that connect directly to student mental health.
  • Implement regular classroom discussions and schoolwide initiatives that promote inclusion, empathy, and safety for all stakeholders.

Person/People Responsible: Director of Technology and Building Principals
Timeframe: 2026-2027

Strengthen Restorative Practices and Proactive Circles

Formalize the use of restorative practices, including proactive circles, as a regular part of school culture to promote conflict resolution, relationship building, and accountability.

Person/People Responsible: ASCIE/Building Principals
Timeframe: 2025-2026

Integrate Mental Health Education with Decision-Making Skills

Incorporate mental health awareness and decision-making skills into the curriculum, teaching students how mental health affects choices and fostering resilience and self-awareness in daily decision-making processes.

Person/People Responsible: ASCIE
Timeframe: 2026-2027

Additional Equity Strategies and Considerations:

  • Foster strong partnerships with students and families, particularly in addressing challenges or disparities to collaboratively identify and solve issues.
  • Conduct ongoing analysis of various data points to identify and address equity gaps across programs, services, and outcomes.
  • Increase participation in climate surveys to ensure representative feedback that reflects the experiences of all students and families.
  • Establish building-based equity teams to lead and sustain equity-focused initiatives within each school.
  • Ensure inclusive practices for LGBTQ+ students, including thoughtful approaches to pronoun use and access to appropriate facilities, to support a respectful and affirming environment.

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Priority Area 3: Safe and Efficient Operations

Goal: We will provide support for staff and students in a safe and secure environment through improved communication and the development and maintenance of district facilities and infrastructure.

Equity Goal: Improve favorable climate survey responses around school safety and communication.

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Focus: Safety and Security

Recruit and Retain Culturally Responsive, Restoratively Trained School Resource Officers (SROs)

  • Develop recruitment strategies focused on finding SROs with strong backgrounds in cultural responsiveness and restorative practices, ensuring they align with the school community’s values.
  • Implement retention supports, such as ongoing training and professional development in restorative justice and equity-centered practices, to foster a positive school environment.

Person/People Responsible: Assistant Superintendent for Educational Services
Timeframe: Summer 2025

Collaborate on Safety Drills and Provide Relevant Professional Development

  • Partner with building and district safety teams, as well as local authorities, to identify safety concerns and tailor drills to address specific needs.
  • Offer professional development sessions for staff, including emergency preparedness training, to ensure effective, responsive action during safety drills.

Person/People Responsible: Superintendent & Building Administration
Timeframe: Spring 2026

Evaluate the Addition of Weapons Detection Systems to Schools

  • Conduct a comprehensive assessment of the potential benefits, challenges, and community impact of implementing weapons detection systems in school buildings.
  • Engage with students, families, and staff to gather feedback, and collaborate with safety experts to make an informed decision that aligns with district goals.

Person/People Responsible: Superintendent
Timeframe: Spring 2026

Evaluate Personnel Support Needs on School Buses

  • Assess the current support structure on school buses to identify areas where additional personnel might enhance student safety and supervision.
  • Pilot programs with support staff on select routes to evaluate effectiveness and determine whether expanded support would benefit all bus routes.

Person/People Responsible: Assistant Superintendent for Educational Services/School Business Administrator/Director of Transportation
Timeframe: Fall 2026

Implement a Comprehensive Threat Assessment, Prevention, and Education Program

  • Develop a proactive threat assessment program focused on identifying and mitigating potential safety risks, incorporating prevention strategies and educational resources for staff and students.
  • Provide training on threat assessment protocols to ensure a consistent, informed approach across all buildings, fostering a safe and supportive school environment.

Person/People Responsible: Superintendent/Building Principals
Timeframe: 2024-2025

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Focus: Communication and Support for Staff

Facilitate Positive Relationship-Building Among Staff Members

  • Implement team-building activities and professional learning communities to foster collaboration and mutual support among staff.
  • Encourage regular cross-departmental meetings and informal gatherings to build connections, share best practices, and strengthen a supportive school culture.

Person/People Responsible: Assistant Superintendent for Educational Services/ASCIE/Building Administrators
Timeframe: Spring 2026

Expand Modalities for Gathering Feedback

  • Increase avenues for collecting feedback, such as anonymous surveys, suggestion boxes, digital feedback forms, and regular focus group sessions, to capture diverse perspectives from staff, students, and families.
    Review and respond to feedback promptly, implementing changes where appropriate and communicating updates to foster transparency and trust.

Person/People Responsible: Assistant Superintendent for Educational Services/ASCIE/Building Administrators
Timeframe: 2025-2026

Provide Alternative Academic Supports for Teachers (e.g., ENL)

  • Investigate the addition of support resources, such as ENL (English as a New Language) specialists, instructional aides, and peer collaboration, to assist teachers in meeting diverse student needs.
  • Offer targeted professional development for teachers to help them adapt their instructional strategies and enhance support for students who require additional assistance, ensuring academic success for all learners.

Person/People Responsible: Assistant Superintendent for Curriculum, Instruction and Equity
Timeframe: Spring 2026

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Focus: Facilities and Infrastructure

Complete HVAC Upgrades in All Buildings

  • Finalize assessments and schedule phased upgrades for HVAC systems across buildings, ensuring efficient and effective climate control for improved air quality and comfort.
  • Monitor project milestones to maintain timelines and minimize disruption to daily operations.

Person/People Responsible: Superintendent/ Business Administrator/ Director of Buildings and Grounds
Timeframe: Fall 2028

Conduct Failure Plan Analysis and Address Identified Risks

Perform a comprehensive analysis of potential failure points in facility systems, including HVAC, plumbing, and electrical.

Develop and implement contingency plans to mitigate risks, prioritizing critical areas to ensure uninterrupted operation and safety.

Person/People Responsible: Superintendent/ Business Administrator/ Director of Buildings and Grounds/ Director of Technology
Timeframe: Fall 2027

Enhance Handicap Accessibility Across the District

  • Conduct an accessibility audit to identify areas that need improvement, such as entrances, bathrooms, and classrooms, in compliance with ADA standards.
    Plan and execute upgrades to make all facilities more accessible for students, staff, and visitors with disabilities.

Person/People Responsible: Superintendent/ Business Administrator/ Director of Buildings and Grounds
Timeframe: Fall 2028

Complete Enhancements to UPK Playground Equipment

  • Install new and improved playground equipment tailored to the developmental needs of UPK students, prioritizing safety, inclusivity, and accessibility.
  • Engage families and staff in the planning process to ensure the playground meets community expectations and provides a supportive play environment.

Person/People Responsible: Superintendent/ Business Administrator/ Director of Buildings and Grounds
Timeframe: Fall 2028

Evaluate and Improve Transportation Efficiencies

  • Review current transportation schedules, routes, and pickup/drop-off procedures to identify opportunities for increased efficiency.
  • Implement adjustments to streamline operations, reduce wait times, and optimize bus routes to improve punctuality and reduce transportation-related costs across the district.

Person/People Responsible: Superintendent/ Business Administrator/ Director of Transportation
Timeframe: Spring 2026

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Additional Equity Strategies and Considerations:

  • Develop a thoughtful plan for introducing SROs in buildings, focusing on building positive connections between SROs, students, and the broader community.
  • Determine whether communication plans should involve all staff or focus primarily on administrators to ensure effective, consistent messaging throughout the school community.

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