District Priorities

2022-23 Academic Year

The Wiseburn Unified School District has high quality teachers, administrators, and support staff, and the role of the District is to guide, support, and assess the hard work that occurs at the school sites. The work of the District Office is to assist in the alignment of the site work to the goals and priorities of the district, ensuring that principals and staff have the training and support needed to meet the needs of our students with clearly defined parameters. Data and intentional actions drive the process of allocating resources.

Priority Areas

Each school will commit to improving instruction and educational opportunities for our students with Priority Instructional Initiatives. Each priority initiative will be measurable, achievable, and accountable so the goals for the site(s) and the District are able to be assessed for progress on a regular basis.

For each priority area there are strategic actions designed to yield metrics and results. Each strategic action includes essential practices which will help capture the major action steps the District will take this year to implement the priority area.

The three priority areas are: Teaching & Learning, Student Safety and Wellness, and Organizational Strength.

Click the drop-down tabs for each priority to learn more about the strategic actions to be employed for each priority.

Teaching & Learning

Student Safety & Wellness

Organizational Strength

Accelerating Learning

In schools across the U.S., students and staff continue to grapple with the rippling impacts of the pandemic. At Wiseburn, these challenges are being tackled head on, with interventions and supports that complement existing District priorities to support the whole child in our schools.

Created through a collaborative process that involved data and feedback from parents, staff, students, and other critical stakeholders across the district, Wiseburn’s plan builds upon previous programs developed by Wiseburn to accelerate learning and provide student support during the pandemic.

Wiseburn continues to provide supplemental instruction and support for all students within the Wiseburn Unified School District, guided by the district’s assurances. In addition, systematic supports will be provided to students who are included in one or more of the following groups: low income, English learners, foster youth, homeless students, students with disabilities, students at risk of abuse, neglect, or exploitation, disengaged students, students who are below grade level, and other students identified by certificated staff.

Wiseburn continues to use state and federal funding to provide supplemental instruction and support to students through the tiered systems of support, which engage students on universal, targeted, and intensive levels based on students’ identified needs.

Through the lens of diversity, equity, and inclusion to serve both the academic and emotional needs of students, Wiseburn will focus on student learning acceleration and provide identified students with targeted support in both reading and math to proactively address the needs of our diverse student population.

Strategy Areas

Support services and strategies have been identified in each of the following 5 strategy areas:

  1. Extending instructional learning time beyond requirements of what is required for the school year
  2. Accelerating progress through the implementation, expansion, or enhancement of learning supports
  3. Integrated student supports to address other barriers to learning (mental health services, meals, AM/PM programs, programs to address trauma)
  4. Additional academic services to close learning gaps; additional academic services for pupils, progress monitoring, and benchmark assessments
  5. Training of staff on strategies, including trauma-informed practices to engage pupils and families in students' social-emotional health and academic needs
Strategic Actions

To fulfill these targets, Wiseburn has implemented and continues employing the following actions:

  • Extending instructional learning time for grades TK-5 by transitioning to our full-day schedule
  • Implementing Readers/Writers Workshop and Cognitively Guided Instruction (CGI) Essential Teaching Practices
  • Enhancing Teacher Collaboration Time (TCT) and Lesson Study Days (including focused time for Writers Workshop/Cognitively Guided Instruction/Social Emotional Learning)
  • Employing a Coordinator of Diversity, Equity, and Inclusion to promote inclusion and equity in all aspects of student life in WUSD
  • Increasing the number of mental health providers, including interns, to provide students with targeted and intensive supports
  • Providing food service and student supervision supports
  • Increasing classified paraprofessional support serving as Bilingual Instructional Assistants and Classroom Aides, with an emphasis on long-term English Learners
  • Employing credentialed physical education instructor(s) to support a system of teacher collaboration within the school day focused on student data review as well as universal and targeted instruction, allowing teachers to more effectively monitor student progress and address student academic and social-emotional needs
  • Increasing response to intervention support in TK-2 with a focus on Mathematics
  • Providing ongoing professional learning on social-emotional supports for students to both certificated and classified staff
  • Providing ongoing professional learning to site staff and leadership teams to address universal response to intervention instructional practices in the classroom to meet the diverse needs of students
  • Employing a Math specialist to assist teacher teams in developing universal and targeted systems of support in the classroom with an emphasis on accessibility for targeted students
  • Employing two Writing Teachers on Special Assignment (TOSA) to assist teacher teams in developing universal and targeted systems of support in the classroom with an emphasis on accessibility for targeted students
  • Providing 2 additional certificated professional development days focused on universal instructional practices
  • Providing additional classified staff professional development focused on Social-Emotional Learning and universal instructional practices
  • Building Multi-Tiered Systems of Support (MTSS) capacity for site leadership teams, administrators, and teachers
  • Providing additional teacher collaboration time monthly beyond the school day to support universal and targeted student support data review and instructional planning
  • Increasing school-family communication regarding social-emotional learning and inclusion resources

Through these efforts, Wiseburn will continue building on previous plans and expand our capacity to engage, empower, and elevate all students on their educational journeys through our schools.