Strategic Plan

Goal: Every Student Graduates College and Career Ready

Our objective is to ensure that every student achieves at least a year's worth of academic growth annually, with additional focus on students who are behind to make more than a year’s growth annually, thus preparing them for college and/or career success. 

Priority 

Strategic Actions

Funded Positions that Support the Priority Area and Actions

2024-25 

Estimated Expenditures 

2025-26 

Estimated Expenditures 

2026-27 

Estimated Expenditures 

1

Delivering High-Quality Initial Instruction and Tailored Assistance through Multi-tiered Systems of Supports

Ensure first best instruction (FBI) and equitable practices at all school sites and grade levels.

• By grade span and course, define, train, and implement first best instruction with fidelity. 
• Implement  the Common Assurances (expectations) for Curriculum, Instruction and Assessment at every school. 
•  Establish and implement Universal Reading, Writing, and Math Expectations for instruction and skill development across all content areas. (was priority 1.2) 
• Facilitate regular K-12 district-wide articulation meetings in the area of Reading, Writing, and Math
• Develop and use Fidelity and Implementation Tools (FIT) to measure progress and effectiveness of strategic actions, including the use of staff training, coaching, observation tools, interviews, and learning rounds. 
• Create a districtwide grading practices task force to guide the establishment and implementation of consistent grading practices at school sites, grade levels, and across content areas.
• Review staffing schedules to assure that students most in need of support are working with credentialed, experienced teachers to receive first best instruction. 
• Explore Small Learning Communities model for 9th and 10th grade.
• Reduce the number of elementary combination classes to support first best instruction. 
• Encourage a growth mindset for learning with reading and math incentives for each site ($1000/site).
• Use Acadience Assessment (DIBELS).
• Continue trimester articulation meetings with preschool and TK/K teachers.

Ensure effective interventions and supports for students at all levels of learning.

• Provide supports for small group instruction.
• Provide reading and math interventions. 
• Provide two periods of Algebra I for all students at Ukiah High School.
• Facilitate GATE identification, activities, and support.
• Support elementary Student Success Team Coordinators.

Provide curriculum and technology needed to be college and career ready at all grade levels.

• Provide new instructional materials and technology to meet the needs of diverse learners. 
• Continue to provide technology support and one to one Chromebooks.
• Provide training on the use of Artificial Intelligence.

Provide a broad course of study through Arts, CTE, Music Education, Outdoor Education, STEM, and World Languages and Cultures.

• Fund musical instruments, cleaning, and supplies.
• Support elementary visual and performing arts education with Arts Attack curriculum, materials, and supplies and culturally diverse guest artists and groups. 
• Provide visual and performing arts instruction at South Valley High School by contracting with SPACE.
• Provide materials to support Big Picture Learning.
• Fund transportation to Eagle Peak STEM School.
• Fund Redwood Valley Outdoor Education Project.

Support equitable access to college and career supports. 

• Implement the College Going Plan.
• Provide programs to support students who are underrepresented in college-going including Middle College and MESA.
• Provide additional Academic Counseling to support college and career success
• Fund AP test fees for students.
• Provide afterschool mentoring and college going support groups

Support and monitor Foster Youth and students transitioning out of the foster system to ensure access.

Provide additional supports for students during school, afterschool, summer, and intersessions:

• Purchase new culturally diverse library books.
• Provide K-5 after school tutoring in math and ELA.
• Provide secondary after school tutoring.
• Provide summer school and intersession programs.
• Fund academic competitions and coaching stipends.
• Fund athletic transportation and coaching stipends.  

Continue to fund site-based activities and programs as determined in the school sites’ School Plans for Student Achievement (SPSA).

Student Success Coordinators (10.0 FTE)

Career Technical Education Teachers (4.6 FTE)

Career Technical Education Coordinator (1.0 FTE)

Music Teachers (3.0 FTE)

Big Picture College and Career Specialist (1.0 FTE)

Outdoor Education Teacher (1.0 FTE)

Outdoor Education Paraprofessional (.475 FTE)

Middle College Teacher (1.0 FTE)

Middle School Academic Counselors (3.0 FTE)

Ukiah HS Academic Dean (1.0 FTE)

Title VI Native American Academic Counselors (2.28 FTE)

Pomo Language and Culture Teacher (1.0 FTE)

Foster Youth Academic School Counselor (1.0 FTE)

Reading Teachers (11.0 FTE)

Kindergarten Paraprofessional (4.5 FTE)

Combination Class Paraprofessional (1.125 FTE)

Elementary Math Paraprofessionals (9.0 FTE)

Middle School Math Intervention Teachers (2.0 FTE)

UHS Algebra I Teachers (3.0 FTE) 

Class Size Reduction Teachers at UHS (2.0 FTE)

MESA Teacher on Special Assignment (0.4 FTE)

Elementary Teachers (8.0-9.0 FTE) 

STEM Transportation (0.23 FTE)

Education Technology Specialists (6.0 FTE)

$10,603,457

$10,328,660

$10,530,181

2

Support Emergent Multilingual Learners in Obtaining English Language Proficiency and Mastery of the Core Content Standards:  

• Improve the use of Integrated English Language Development (iELD) strategies to engage Multilingual Learners (English Language Learners) in learning content standards by providing staff training, coaching, observation tools and learning rounds.
• Provide engaging, high quality Designated ELD by providing staff training, coaching, observation tools and learning rounds.

• Support school sites with English Language Proficiency Assessment for California (ELPAC) assessment teams.
• Monitor the Multilingual Learners (English Language Learners) program. 
• Provide bilingual paraprofessionals to support Newcomer Multilingual Learner (English Language Learners) students.  

Student Success Coordinators (10.0 FTE) (same as above)

Elementary 6 hours Bilingual paraprofessional (2.25 FTE)

High School paraprofessional (0.875 FTE)

$1,676,000

$1,708,948

$1,742,582

3

Elevate Educator Expertise and Collaboration through Enhanced Professional Learning Communities (PLCs) and Provide Targeted Professional Development in Math and Literacy Instruction:

Professional Learning Communities

• Implement PLC practices with fidelity as defined in Common Assurances (expectations) Teaming Structures focussing on the four PLC questions at weekly Professional Learning Team (PLT) meetings.  
• Fund Department Chairs.
• Improve the quality of PLCs.

Targeted Professional Development

• Develop a Professional Development Framework to determine and provide consistent and ongoing reading, math, and writing, professional development to improve math, reading, and writing content knowledge and pedagogy in all grade levels and subjects. 
• Provide LETRS Science of Reading Training (Ed. Effectiveness).
• Provide training in differentiated instruction (Ed. Effectiveness).

• Provide 2 additional days of professional development. 
• Provide substitute funding to support professional development with experienced substitutes. 
• Provide professional development for classified staff that supports a positive culture and academic achievement.
• Support new teachers and administrators through funding induction programs and providing mentors.  
• Provide additional professional development to support first best instruction (Funded through Educator Effectiveness for 2 years). 
• Provide professional development for staff that support the social and emotional needs of students (i.e. Social Emotional Counselors).
• Provide professional development in cultural awareness, including Latino culture and Native American culture.

$2,197,678

$2,195,074

$2,423,152

4

Cultivate a Districtwide Safe, Positive, and Healthy Climate and Culture for Students, Teachers, and Support Staff:

• Implement the UUSD Common Assurances (expectations) for Culture at all school sites.
• Provide Web/Link Crew programs to support student transitions
• Provide funds for student peer to peer programs, extra curricular activities, and clubs.
• Continue to implement Positive Behavior Interventions and Supports district-wide, including Safe School Ambassadors, and Alternative to Suspension classrooms.
• Provide Second STEP Social Emotional Learning curriculum and training for elementary schools.
• Provide funds for school safety projects. 

• Provide additional counseling services. 
• Provide fresh fruit snacks for elementary students.

• Provide student attendance incentive funding.

Alternative to Suspension Classroom Teacher (3.0 FTE)

Elementary Physical Education Teachers (5.0 FTE)

Middle School Assistant Principals (.30 FTE)

School Resource Officer (1.0)

Grounds (1.0 FTE)

Custodial (7.0 FTE)

Health Assistant (0.18 FTE - Additional 5 days)

Elementary Social Emotional Counselors (6.0 FTE)

Secondary Social Emotional Counselors (2.25 FTE)

Elementary Campus Supervisor/Restorative

(6.0 FTE)

Middle School Campus Supervisor (2.0 FTE)

High School Campus Supervisor (1.0 FTE)

$3,735,863

$3,766,481

$3,697,405

5 

Fostering Positive Staff-Student Connections to Ensure a Sense of Belonging at School:

• Engage students in focus groups to learn about student ideas around strengthening student-staff connections. Develop recommendations based on this input.  
• Develop classroom culture activities to implement during the first thirty days of school.
• Teachers use classroom surveys or other means to gain feedback and input from students at a minimum of once a semester.
• Implement a “Who Is Your Person” program (or similar program) at each site.

• Provide transportation for after school activities.

$150,000

$150,000

$150,000

6

Strengthening Collaborative Partnerships Among Families, Caregivers, Teachers, Support Staff, and the Community:

• Develop and implement standardized training and materials to strengthen and support family liaisons.
• Establish parent resource hubs throughout the community to provide increased opportunity for engagement and connection with schools. 
• Provide consistent and positive communications to families regarding achievement and progress.

• Fund sports, music and arts events so families and students can attend free of charge. 
• Gather input from students, staff and parents through surveys and interviews.
• Provide site-based parent education, including workshops on routines at home and how to teach appropriate use of technology.
• Develop three actions per grade level that parents/guardians can do to support their student’s education. Develop communication materials.

• Support grant writing.

Bilingual Family Community Liaisons (10.5 FTE)

Communications Officer (1.0 FTE)

Bilingual Family Community  Liaison - Special Education (1.0 FTE)

$1,459,500

$1,471,930

$1,484,484

Mission 

Our mission is to guide each student's unique educational journey to excellence.

Vision 

We envision education as a transformative journey for each student and their family. Focused on exceptional teaching, we foster intellectual and personal growth guided by high learning standards. Our vision is to equip every student with the skills and understanding necessary for adulthood and the ongoing journey of lifelong learning.

Values

 An EPIC Journey!

Excellence: We focus on excellent teaching and fostering engaging classrooms as our educational foundation. We embrace high standards to develop student confidence and capability, igniting a passion for learning. Our approach, guided by a team of innovative and compassionate educators, equips students with the skills needed for success.

Partnership: We prioritize the student-staff partnership as the cornerstone of our educational approach. We acknowledge the invaluable support families, community members, and diverse organizations bring to this partnership. Collaboration enriches the learning experience, blending knowledge, social skills, and inclusivity to prepare students for modern society.

Innovation: We champion innovation to enhance student learning. Encouraging informed risk-taking and creative approaches, we integrate novel methods and technologies to make learning engaging and effective. Our commitment to innovation guides educators in adapting to the evolving needs of students, fostering an environment of curiosity and meaningful growth.

Culture of Learning: We believe all students can learn at high levels. We cultivate a culture of learning where education is embraced as a continuous journey. Valuing the role of educators and families, we recognize each student's unique educational path and offer diverse pathways for success. Our commitment to lifelong learning inspires joy in both teaching and learning, fostering a community where knowledge and growth are celebrated.

Strategic Goal 

Goal: Every Student Graduates College and Career Ready

Our objective is to ensure that every student achieves at least a year's worth of academic growth annually, with additional focus on students who are behind to make more than a year’s growth annually, thus preparing them for college and/or career success. 

Performance Indicators: 

Measure the annual academic growth of each student in Ukiah Unified, ensuring that every student demonstrates at least one year's progress within a year's time frame and those who are not yet at grade level make more than a year’s progress in a year.  

By June 2029, Ukiah Unified School District (UUSD) metrics will meet or exceed state averages overall and for each significant subgroup.  Each year, growth targets will be calculated based on the distance to the state average.  

Guiding Principles

Guiding Principles in the Development and Implementation of the Strategic Plan

• Focus on First Best Instruction, utilizing the most effective, research-based teaching strategies for engaging every student the first time they receive instruction. 
• Prioritize equity in policies, practices, and procedures across the District.
• Limit the number of priorities and strategic actions.
• Implement our strategies accurately and according to the strategic plan, closely checking that they align with intended approaches and delivers the desired results.
• Place staff based on student need.
• Disaggregate UUSD metrics by significant subgroups to determine progress on equitable outcomes. 

Priorities and Metrics

Priority 1: Delivering High-Quality Initial Instruction and Tailored Assistance through Multi-tiered Systems of Supports.

• Our focus is on providing all students with the most effective and engaging instructional methods from their first learning experience, then building upon it with additional layers of support to address the varied needs of our students. These are research-supported professional practices of First Best Instruction and Multi-tiered Systems of Supports (MTSS).

Metrics:

• Maintain 100% sufficiency on instructional materials
• Increase high school graduation rate
• Meet or exceed the state average for the percentage of graduates who complete A-G requirements
• Progressively increase the percentage of graduates who have completed 1 CTE pathway
• Progressively increase the percentage of graduates who complete A-G requirements and complete 1 CTE pathway 
• Progressively increase the percentage of students taking AP exams and scoring 3 or higher 
• Improved learning and engagement as evidenced by student outcomes measured on statewide assessments and interim measures 
• Increase the percentage of students benchmark or above on Acadience reading assessment
• Increase the percent of students scoring standard met or above on SBAC ELA and Math in grades 3, 5, 8, and 11
• Progressively increase the percentage of graduates who are College Ready in ELA and Math on SBAC (Score of 4)
• Decrease in D/F grades in middle and high school 
• Progressively increase equitable enrollment in AP courses and honors courses, including students with disabilities

Priority 2: Supporting all Emergent Multilingual Learners in Obtaining English Language Proficiency and Mastery of the Core Content Standards. 

• Our focus is on increasing the reclassification of Multilingual Learners by the end of elementary school, reducing the number of Long-Term English Learners (LTEL) in secondary school, and improving academic language proficiency and academic achievement to ensure English Learners are college and career ready.

Metrics: 

• Increase the percent of Multilingual learners (English Learners) who make progress toward proficiency as measured on the CA School Dashboard English Learner Progress Indicator (ELPI)
• Increase in the percent of Multilingual Learners (English Learners) who became English proficient on the ELPAC
• Increase the percent of Multilingual Learners (English Learners) who have been reclassified English Proficient 
• Increase the percent of Multilingual Learner (English Learner) students proficient or higher in English Language Arts as measured by statewide standardized assessments 
• Increase attendance rates and decrease chronic absenteeism rates for Multilingual Learner (English Learner) students 
• Increase Multilingual Learners (English Learner) student graduation rates 

Priority 3:  Elevating Educator Expertise and Collaboration through Enhanced Professional Learning Communities (PLCs) and Targeted Professional Development in Math and Literacy Instruction.

• Our priority is to strengthen Professional Learning Communities, creating a collaborative environment for educators to share and refine teaching strategies to improve student learning. We will concentrate professional development efforts on math and literacy instruction and first best instruction. This focused approach will ensure our educators are well-equipped to deliver high-quality education in these foundational areas, essential for long-term student success.

Metrics:

• Decrease in teacher misassignment and increase the percent of appropriately assigned teachers. 
• Effective professional learning systems that are continuous and differentiated to meet the needs of
  current and new teaching staff as evidenced by decrease in teacher misassignment and retention of staff 

• Measure PLC effectiveness through staff perception survey results 
• Our grade level/subject area PLC time is productive and focused on the four PLC questions.
• Each team member is clear on the standards sequence for each course/grade level.
• My site has introduced or has used learning targets and/or “I Can” statements.
• Staff members use CFAs and other academic data to reteach and identify students who need additional learning time and support.
• Staff use CFAs to identify and share effective teaching practices.
• Measure PLC effectiveness through school site and district administrator surveys and learning rounds
• Increase in performance on statewide standardized tests for all students and by subgroup
• Increase in writing claim scores on the SBAC ELA in all grade bands (3-5, 6-8, 11)

Priority 4:  Cultivating a Districtwide Safe, Positive, and Healthy Climate and Culture for Students, Teachers, and Support Staff.

• Our priority is to maintain an environment across all schools in the district where safety, positivity, and health are paramount, ensuring that every student, teacher, and staff member feels supported, valued, and secure. By focusing on the core elements of safety, positivity, and health, the district will foster a nurturing and inclusive atmosphere conducive to effective learning, professional growth, and overall well-being, where the entire school community feels supported, valued, and secure.

Metrics:

• Maintain 100% of schools with a score of fair or higher on the Facilities Inspection Tool (FIT) 
• Progressively decrease suspension and expulsion rates with emphasis on socio-economically disadvantaged, Native American, and Special Education students 
• 95% or more students indicate they feel safe at school (campus culture survey) 
• Decrease middle school dropout rate
• Decrease high school dropout rate
• Decrease chronic absenteeism rate by 5% annually until the rate is consistently 10% or less
• Meet or exceed a 95% attendance rate for all students 

Priority 5:  Fostering Positive Staff-Student Connections to Ensure a Sense of Belonging at School.

• Our goal is to nurture a positive and healthy climate across all school sites, with a focus on fostering positive staff-student connections. This approach aims to ensure every student feels a deep sense of belonging and engagement within the school community.

Metrics:

• Increase the percent of secondary students who indicate that there is a staff member who knows them as a person on campus. (student survey and interviews)
• Increase the percent of students who enjoy coming to school on most days. (student survey and interviews)

Priority 6:  Strengthening Collaborative Partnerships Among Families, Caregivers, Teachers, Support Staff, and the Community.

• Our focus is on building collaborative relationships with families, caregivers,staff, and the community to support our strategic goal of at least one year's academic progress per school year for every student. We aim to create a supportive network that directly contributes to enhanced learning outcomes and academic success for all students.

Metrics:

• 85% or more parents and caregivers indicate that teachers and staff ask for my input about concerns, interests and goals related to my child's learning and environment. (family survey)
• 85% or more of parents and caregivers indicate that they feel welcome at their child’s school. (family survey)
• Increase the number of DELAC and DAC parents who attend Strategic Plan/LCAP input meetings