• 95% proficient in CFAs and F & P, and i-Ready.
• Every subject and grade level will have developed priority standards & aligned the report cards to these standards.
• Common formative assessments will be used 100% district wide in identified subject areas.
• All students will have a skill set to identify and regulate their emotions, tools and strategies for executive functioning, and skills for advocacy, as identified in the survey data regarding social-emotional health.
• 80% of RAMP students will increase by one grade level.
• 80% of ELLs will increase one or more levels on ELPAC.
• English Learners will continue to increase their scores on the ELPAC assessment. 90% of the students will score a 3 or 4 on the ELPAC.
• 80% of Ramp and/or ELLs will be on-grade level in i-Ready.
• All students will continue to increase their score points, resulting in a 10 point increase in both ELA and Math.
• The district will have standardized common core curriculum in the core subject areas. 
• Curriculum and Report Cards will be standardized and aligned with common core across grade levels.

Teachers collaborate weekly to prioritize standards and develop common formative assessments for each trimester to ensure all students meet or exceed standards.

• Year 1 Outcome -  Our teachers collaborated weekly to prioritize standards and develop common formative assessments for each trimester to ensure all students meet or exceed standards. To reach this action step, the district measured metrics related to the assessments in our district, utilizing priority standards, and developing common formative assessments. Teachers are identifying student needs through formative assessments and providing targeting learning for unduplicated students and these services are targeted to improve direct instruction for these students. 

All staff will incorporate social emotional lessons, tools and strategies into the weekly curriculum.

• Year 1 Outcome - All staff incorporated social emotional lessons, tools and strategies into the weekly curriculum. 

All staff will differentiate classroom lessons to ensure tier 1 interventions and integrated ELD.  Based on assessments and identified student needs, targeted students will receive Tier 2 and Tier 3 interventions to close skill gaps.

• Year 1 Outcome - Our RAMP paraprofessionals focused on differentiating classroom lessons to ensure Tier 1 interventions and integrated ELD. Based on assessments and identified student needs, targeted students received Tier 2 and Tier 3 interventions to close skill gaps. These salaries are multi-funded through the general fund and LCFF. The actions increased the service provided to English Language students and were the basis for determining the need for this service.

• All staff members will be trained in the areas of Anti-Racism, Equity, and Inclusion (DEI). These principles will be apparent in the classrooms and throughout the hallways. Additionally, engagement and participation in DEI Groups will increase by 75%.
• 100% of staff will be trained in data systems and staff members will have monthly data chats and meetings focused on student achievement and intervention.
• All teachers in Mill Valley Middle School will implement high functioning learning communities to ensure high levels of learning for all students and systems of support for targeted students. All K-5 grade level teams and departments will be trained on how to refine academic systems and multi-tiered systems of support.
• 100% of teachers will be appropriately assigned

All staff will participate in four modules of training with Facing History Facing ourselves and begin implementation of equitable school-wide practices.

• Year 1 Outcome - Our intent was for all staff to participate in four modules of training with Facing History, Facing Ourselves, and begin implementation of equitable school-wide practices. To reach this goal, the district offered 6 sessions throughout the school year with our entire staff. Staff attended and completed all 6 modules.

Staff will be trained to analyze data effectively to support learning and  Social Emotional Learning (SEL) needs, on developing a collaborative culture, on guaranteed & viable curriculum, and a balanced system of assessments.

• Year 1 Outcome - Staff was trained to analyze data effectively to support learning and SEL needs, on developing a collaborative culture, on guaranteed and viable curriculum, and on a balanced system of assessments.

All staff will participate in learning communities to look at student academic and SEL data to develop targeted lessons. 

• Year 1 Outcome - Our staff participated in learning communities to look at student academic and SEL data to develop targeted lessons and increase student achievement. Our staff participated in grade level and school collaboration. Additionally, we established the math learning community to determine a collective response to the changing math framework. This team examined how we teach math, how and what to assess, and how to use that data to inform instruction. We partnered with Marilyn Burns and Lynne Zolli at Listening to Learn to assess students by listening to how they reason numerically, rather than asking for an answer. We developed lessons in response to students’ math reasoning. Funding for this was ascertained through educator effectiveness funds.

• Increase open rate of communications to a median of 75%
• Increase student participation rate in extra curricular activity participation up 15% from year 1 outcome levels.
• Increase the number of parent attendance at various district and school committees by 75%.   Improve the diversity of participants by 25%.
• Decrease the suspension rate by 4%.
• Maintain 0 expulsion rate.
• Decrease chronic absenteeism rate by 2% to focus on state priority 5 to decrease drop out rates and monitor attendance.
• Maintain parent/family survey rates while increasing specificity in the data.

• Ensure regular two-way communication and proactively communicate (District to Home, School to Home, & Classroom to Home) by sharing information regularly and transparently.

•  Ensure all families are aware of and students are engaged in school activities, programs, and support services.

Provide multiple opportunities for parents and guardians to participate in committees, meetings, and training around Equity, Inclusion, and Diversity.

• Year 1 Outcome - We ensured regular two-way communication and proactively communicated from district to home, school to home, and classroom to home by sharing information regularly and transparently. This was implemented in full by weekly communications. Additionally, we ensured all families were aware of and students engaged in school activities, programs, and support services through ongoing meetings and committees. We provided multiple opportunities for parents and guardians to participate in committees, meetings, and training around Equity, Inclusion, and Diversity.

• Projects identified and prioritized in the Master Plan will be in progress.
• Ensure revenues, cash flow, and reserves levels can provide sustainable funding for student programs and staff total compensation
• Ensure reserves provide the necessary cash flow for financial obligations, including pensions, economic uncertainty, and ongoing maintenance and facilities needs while maintaining Aaa ratings with S&P and Moody’s.
• Staffing ratios are reconciled for certificated and classified staff as it relates to declining student enrollment.
• Obtain funding to modernize, maintain, and reconstruct district facilities to provide an optimal instructional learning environment.

Provide safe, properly equipped, well-maintained, updated facilities and infrastructure that support our mission, strategic plan, and educational programs

Issue bonds to modernize, maintain and reconstruct facilities based on educational specifications

• Year 1 Outcome - Our goal was to provide safe, properly equipped, well-maintained, updated facilities and infrastructure that support our mission, strategic plan, and educational program. The district partnered with a consultant to complete this goal.

Ensure proactive fiscal planning strategies that provide long-term projections of key financial drivers and levers.

• Year 1 Outcome - We ensured proactive fiscal planning strategies to provide long-term projections of key financial drivers and levers this year. Updates for the previous year were provided in the unaudited actuals on September 13, 2021. Next was our update on the current year's budget on December 13, 2021. The second interim was reviewed on March 10, 2022. The budget workshop was carried out on May 25, 202