The Tumwater School District Board of Directors approved the 2025-30 Strategic Plan, which outlines the goals and standards of the district’s student-centered plans for the next five years.
Assistant Superintendent Meagan Dawson delivered a report on the updated version of the strategic plan at a virtual board meeting on Thursday, June 12.
“We've had 26 planning sessions. Over 2,000 students, staff, family and community members contributed their voice and their time,” Dawson said.
The plan was made through the collaboration of a core planning group, student voice team/focus group, instructional focus team, alignment team, superintendent/leadership team and school board.
The district focused on student-centered strategic planning, which involves student learning, instructional effectiveness and empowering infrastructure.
Student learning goals revolve around the mission of a “continuous student learning in a caring, engaging environment,” and the promise that “every student is known by name, strength and need, and is prepared for the future they envision.”
The “portrait of a Tumwater graduate,” according to the plan, is a student who is a critical thinker, a curious and creative innovator, a responsible and empathetic community member, a collaborative communicator and a resilient risk-taker.
“For every goal, there are measures of student progress. So this is how we're going to know as a district (that) we're meeting the goals of the strategic plan,” Dawson said.
For instructional effectiveness, Dawson said the planning team had a “deep dive” into the district’s priority standards, including student assessment, curriculum, instructional practices and materials, professional development for teachers and interventions.
Empowering infrastructure refers to the four pillars of research behind ‘when do strategic plans work effectively’ and ‘when do they become just part of language and a part of everyday thought.’
The report stated that the district’s Four Pillars are the “means to the ends,” as building blocks for goal-directed action, data-informed decision-making, and need-based allocation of resources.
“The Four Pillars provide a durable framework for defining the strategies and key actions we must do well to achieve our goals for student learning, growth, and success,” Dawson’s report states.
The pillars are Differentiated & Culturally Responsive Instruction, Strong Relationships with Families & Community, Shared Responsibility for Results-Focused Collaboration, and Shared Responsibility for Results-Focused Collaboration.
Dawson also presented a Roadmap for Disciplined Implementation, a step-by-step process for implementing action plans.
The roadmap divides the work into discrete, calendar-driven portions, which lets leaders significantly reduce the “implementation gap” often associated with improvement plans.
“A results-focused plan is the first step toward realizing desired outcomes for student learning and achievement. However, without disciplined implementation, the plan flounders and may not live up to its promise,” Dawson’s report states.
The roadmap dictates what the district does per week, month, every six to 12 weeks, mid-year, and every three to six years.
Progress updates are expected to be delivered annually, professional collaboration will be done monthly, and instructional feedback will be provided weekly.
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