In partnership with families and our community, we prepare our students for their future.

Pickford Public Schools is the heart of our community and we build great futures by:

• Providing a safe, secure, and inclusive environment where all children can learn.

• Being a respected and proven instiller of accountability, respect and honesty for all stakeholders.

• Motivating, with truth and fairness,  our students to take responsibility for their learning.

• Preparing students who communicate effectively, demonstrate self-control, think critically, persevere, and adjust to change.

At Pickford Public Schools, we demonstrate in action and words...

1.  Create/maintain a safe, positive, respectful, and professional culture that ensures all students learn.

Strategies:

• Leverage Evolutionary Systems Improvement (ESI) and Whole Child Model (WSCC) to address the non-academic needs of students (tenets include healthy, safe, engaged, challenged, and supported).

  • Design and implement a system for acknowledging staff and student accomplishments as necessary.

  • Encourage participation in extracurricular activities to increase student attendance.

• Implement a monitoring system to allow staff to effectively and efficiently respond to identified non-academic needs of students within a Multi-tiered System of Support (MTSS).

Deepen knowledge and capacity of Board, Staff, and Community Stakeholders around student supports, including Social Emotional Learning, Positive Behavior Intervention Support, Trauma Informed Practices, and the Whole Child Model.

Intended indicators of success:  

• Minutes of District Safety Team meetings will show concerns reported and resolved along with a record of safety drills conducted. Students and staff will show an increase in percentage who agree that our school is safe (HRS Survey).

• End of year Triangle Report in School Wide Information System (SWIS) will show 80% of students at Tier 1 and no more than 10% of students at Tier 3.

• SRSS (Student Risk Screening Scale) will show an annual decrease of students identified with internalizing and externalizing behaviors (from baseline to endpoint).

• SELweb will show an annual increase of students reporting positive safety and belonging scores.

• Attendance reports will show less than 20% of students as chronically absent (18 days or more) for the school year.

• Staff professional learning plans will show evidence of activities and topics related to Social Emotional Learning (SEL), Positive Behavior Intervention Support (PBIS), Trauma Informed, and Whole Child Model (WSCC).

2.  Implement a guaranteed and viable curriculum, aligned to current standards, and delivered using best practice instructional strategies to ensure all students learn.

Strategies:

• Implement and support a system of instructional coaching and improvement to support teachers and leaders as they provide instruction and assessment aligned with best practices -- Visions of High Quality Instruction (HQI) & Essential Practices.

• Ensure all teachers have access to (or have developed) a guaranteed and viable curriculum for their grade level/content area and developed or adopted an instructional framework that utilizes best practices for their content area.

• Support teacher engagement in professional learning communities (PLC) with written goals, progress-monitoring, and analysis of student achievement/growth data to make informed instructional adjustments.

Intended Indicators of Success:

• Walkthrough/observation data will indicate changes in adult behavior aligned with coaching focus areas and/or HQI

• PLC reporting data will demonstrate opportunities for staff input and progress toward accomplishing PLC goals, using adult and/or student data to monitor accordingly (common assessments).

• Class report from MAP assessment (year-end) demonstrates 80% of students scoring in the average range or higher for grade level.

• M-Step results will demonstrate an increase in the number of students proficient year over year by cohort.

• Student Assistance Team (SAT) process will be standardized and utilized for students experiencing difficulty in academic or behavioral areas.

• Based on post secondary survey data, the percentage of students who are successfully enrolled in a university, community college program, or technical school, or are successfully employed in their preferred career field will be 80% or greater.

3.  Implement a process to ensure involvement and participation of all stakeholders in the learning process.

Strategies:

• Provide students and families with choices and meaningful opportunities to improve their school experience (ie. Student Support Services, Academic Intervention and Enrichment, Elective Course Options, Post Secondary Options, Student Organization Memberships). 

• Leverage community assets and resources to provide full-service support to families; ensure that the school is the center of community learning through programming and partnerships with other community organizations (i.e. churches, community mental health, law enforcement, medical services, Department of Health and Human Services, County Health Departments, businesses and employers, 

• Develop (or utilize current) district communication systems to showcase student and staff achievement and system improvement work throughout the district.

• Review and update Pickford Public Schools Parent Involvement Policy.

• Implement the High-Reliability Schools framework for gathering stakeholder perception data to influence community relationships/decision-making

  • Availability of survey results and initiation of an alignment document to make priority indicators visible

Intended Indicators of Success:

• Development and distribution of “One pager” of district improvement plan

• Data re: the number of students who are enrolled in each “opportunity”; look for increases in the numbers; correlate student achievement data with student enrollment; determine whether participation is positively impacting proficiency.

• Increased scores in identified HRS leading indicators

• Development of a communication strategic plan

4.  Maintain a financially stable, operationally efficient organization.

Strategies:

• BOE members take advantage of available opportunities for professional learning  on school finance topics.

• Data-driven Decision-making: Use data to guide investments in facilities, technology, and programs that deliver measurable benefits to students.

• Maintain 10-15% fund equity

• Prioritize applications for grant writing and funding

• Efficiency Audits: Conduct regular reviews of district spending to identify opportunities for cost-saving and reinvestment in key areas.

• Maintain district facilities at a high level and continually explore opportunities to enhance facilities to meet the evolving needs of our student population

Intended Indicators of Success:

• Evidence of successful procurement of grant funds updated by grant cycle as necessary

• Schedule of monthly Finance Committee meetings available, including minutes from the committee meeting that are communicated to the full Board.  Minutes will show routine discussion and review of financial trends with administration that help to identify and quantify opportunities, risks, and goals with strategies developed.  

• Schedule of Building and Grounds Committee meetings available, including minutes from the committee that are communicated to the full Board.  Minutes will show identification of projects and sourcing of resources and revenue aimed at continually increasing the utility, functionality, and attractiveness of district buildings and grounds.

• Development of yearly staffing plan recommendations based on efficiency audits and administrative supervision and oversight that demonstrates staffing assignments with accompanying data regarding needs.

5.  Develop collective capacity and knowledge of district leaders (board, admin, teachers, staff).

Strategies:

• Develop and implement an annual plan of professional development for all district leaders 

• Review Board Governance Standards on an annual basis and conduct self-reflection of performance against the standards

• Provide opportunity for stakeholder involvement through student, staff, and community group/organization presentations to the Board

• Goal-Setting and Accountability: Encourage leaders to set measurable professional goals and track progress through regular performance reviews and reflective practices.

• Collaborative Networks: Facilitate regular collaboration among district leaders to share best practices, challenges, and innovative solutions.

  • Monday morning meetings

  • DLT at least once a month

  • Wednesday admin team meetings

  • Regional principals groups

  • Tri-County superintendents group

  • Regional business managers group

  • Regional technology team/data administrators group

  • Regional athletic director group

Intended Indicators of Success:

• Existence of Professional Development record for individual BOE members, district administrators, teacher leaders, and other leadership support staff, along with transcripts of certifications earned via completion of CBA courses.

• Evidence of annual MASB Self-Assessment Survey completion, reflection on MASB Board Governance Standards, and development of District Goals.

• Record of presentations to the Board by student, staff, and community groups.

• Evidence of BOE Member and Superintendent Participation in County, Regional, and Statewide meetings/organizations (virtually wherever possible) to provide updated information on funding, legislation, and best practices through monthly superintendent reports and updates.

• Annual review of goal progress and attainment with evidence of application.

• Data from bi-annual self-evaluation to evaluate board performance should inform goal setting and improve year over year

Updated May, 2025