Issue link: http://www.e-digitaleditions.com/i/169194
TWO Executive Summary From November 2012 through August 2013, the Highline community engaged in a process to develop a long-term strategic plan for the district. Highline Superintendent Susan Enfield and the Highline Board of Directors agreed that the strategic planning process must embrace the diverse voices of the district's internal and external stakeholders, including families and community, teachers, administrators, school staff, central office staff, and students. Our aim was a plan that would be a game-changer, not one that would maintain the status quo. This strategic plan challenges us, as a community, to embrace bold goals for every child in Highline. It is driven by our deep belief in our students' abilities and by their own aspirations for their future. The centerpiece of this strategic plan is our promise: Every student in Highline Public Schools is known by name, strength, and need, and graduates ready for college, career, and citizenship. Our 2017 Goals express our commitment to educational success for every student and will ensure that we deliver on that promise. • MASTERY BY GRADE 3: At least 19 out of 20 students entering Kindergarten in 2013 will meet or exceed standards in all core subjects by the end of Grade 3. • SUCCESS IN ALGEBRA: At least 19 out of 20 students entering Grade 6 in 2013 will pass Algebra by the end of Grade 9. 4 • HIGH SCHOOL GRADUATION: At least 19 out of 20 students entering Grade 9 in 2013 will graduate prepared to choose their future. • ZERO SUSPENSIONS: Out-of-school suspensions will drop to zero by 2015 (except when critical for student and staff safety, as outlined in school board policy). • BILINGUAL, BILITERATE: Every student in the class of 2026 will graduate bilingual and biliterate. • TECH-SAVVY, TECH-LITERATE: Every student in the class of 2026 will graduate tech-savvy and tech-literate. Accomplishing these bold goals depends on disciplined implementation of our district-wide Instructional Focus, developed primarily by a team of teachers, principals, and leaders from the Teaching, Learning, and Leadership department. The Instructional Focus is framed around Four Pillars that define the capabilities we need and must develop to ensure effective teaching practices, leadership practices, and organizational practices. Our Four Pillars are: • Equitable access to rigorous, standards-based instruction • Results-focused professional learning and collaboration • Strong partnerships with families and community • A culturally-responsive organization