Listen. Learn. Lead. Superintendent Entry Plan DR. KRISTI DOMINGUEZ
2 www.ferndalesd.org/YouBelong | 360-383-9200| Listen. Learn. Lead. Y U Ferndale School BelongDistrict Contents 3 Introduction 4 At-a-Glance 6 Purpose 7 Goals 10 Outcomes 12 Phases 14 Process 15 Conclusion
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“When you teach to the heart, the mind will follow.”
- Dr. Kristi Dominguez Entry
Learn. Lead. Superintendent
Plan
The commitment to our children, grounded by a sense of urgency and care, is what will propel us toward a future of continuous improvement that is focused on both innovation and achievement, always centered on students. It will take the collective action, care, and commitment of the Ferndale community to prepare the way for generations to come. During the selection process, Dr. Kristi Dominguez felt blessed by the opportunity to hear from students, staff, and the Ferndale community regarding the qualities they were seeking in a new superintendent. Those qualities included transparent communication, vision, integrity, collaboration amongst stakeholder groups, a student-centered focus, ethical leadership, and an expectation towards increased student outcomes.
Introduction
Dr. Kristi Dominguez has already been inspired and forever changed by the Ferndale School District. As the incoming superintendent, it was immediately obvious that the community of Ferndale not only believes in the potential of each of their students, but they are also invested in doing whatever it takes to ensure that every child’s needs are met, and every scholar’s dreams are fulfilled. It is evident in Ferndale’s commitments that envisioning what is possible begins with carrying forward the best of yesterday, while reimagining a brighter tomorrow.
4 www.ferndalesd.org/YouBelong | 360-383-9200| Listen. Learn. Lead. District At-a-Glance 55.1% White 23.3% (oforHispanicLatinxanyrace) 7.5% American/NativeAlaskanNative 4.7% Asian 1.3% AmericanAfricanBlack/ 0.4% Hawaiian/NativeotherPacificIslander 7.7% TwoRacesMoreor 11schools 702staff certificated199staff languages23spoken 85%GraduationRate4-yearrate(20-21SY) withBoard32CertifiedTeachers10+yearsofexperience 4,446 students
5www.ferndalesd.org/YouBelong | 360-383-9200 Listen. Learn. Lead. | Award Winning Programs 3rd in State Volleyball team 8th in State Sports Medicine team 1st in State FFA Vet Science team 8th in State Chess Club • Middle School 7/8th grade orchestra won the San Juan Region Large Group Orchestra Contest • Combined middle/high school bands received “Best Band” award at Lynden Farmer’s Day Parade • Numerous state finalists in individual sports such as track and field, girls’ and boys’ wrestling, boys’ golf, etc.
Author, Paolo Freire (1968) reminds us that we can understand and learn about what matters most in our lives when we establish a reciprocal relationship with the social, cultural, and historical realities in which we live. We must be aware of the dynamics that brought us to where we are before we can fully move forward in transformative ways. Dr. Dominguez realizes it is critical to know and understand the stories of the people and community before we can reimagine the future for our students and the district. For these reasons, as the new Superintendent, Dr. Dominguez will engage in a listening and learning tour to gather information efficiently, establish strong community presence, create a network of collaborative partners, and look towards the future of Ferndale School District with a more solid understanding of what should be sustained and what needs to be advanced or strengthened. While holding time and space for listening and learning, it is also critical to understand that Dr. Dominguez will be leading simultaneously, making necessary decisions to manage the day-to-day operations while ensuring the immediate needs of the students, families, and staff are addressed.
Y U Ferndale School BelongDistrict
Purpose
“Not everything that is faced can be changed. But nothing can be changed until it is faced.”
The purpose of this entry plan is to establish a set of intentional and inclusive activities that allow Dr. Dominguez to listen and learn from the students, staff, families, and greater community.
The information and perspectives that Dr. Dominguez gathers during the entry process will not only support her transition into her new role but establish a strong foundation essential to building a collective vision, mission, and strategies that will propel Ferndale School District towards a prosperous future where all students can reach their highest potential.
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-James Baldwin
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Focused on five broad goals, Dr. Dominguez will intentionally engage in activities that will deepen her understandings, analyze the data, and frame future work.
GoalGoals1:
Climate & Culture
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• ‘Walk in the shoes’ of department crews such as food service, maintenance, and transportation.
• Partner with the communication team to document and update the entry plan process through community updates and social media. The focus of this communication will be to be thoughtful, transparent, and to ensure accessibility to all the members of the Ferndale community.
• Develop structures to highlight and celebrate our students, staff, and community.
Goal 1 ClimateCulture& Goal 2 District EngagementCommunity&GoalAchievementSuccessStudent3& Goal Collaboration4 & Aligned Systems Goal 5 School Board Superintendent-Relationship
• Meet with student leadership groups such as the Associated Student Body’s Executive Board, leadership classes in the middle and high school, student representatives from the elementary level, key student leaders for under-represented groups, and the student School Board representatives.
A positive climate and culture directly correlate to our staff and students’ sense of belonging, which has an impact on increased outcomes and motivation. With a goal to ensure a strong climate and culture throughout the organization a deliberate focus will be made to build a system that is inclusive of all staff and students. Working to ensure there is a seat at the table for everyone, especially those who have been furthest from educational opportunities.
• Prior to winter break, spend time in each school engaging with students, staff, and administration. In addition, Dr. Dominguez will meet with each school’s family organization. The focus of this time is to understand the organization from the inside out and center support and relationship.
• Prior to the start of the school year, invite Board members and district staff to partake in the District KickOff focused on the theme of Belonging.
• Review current advisory structures that include students, staff, community partners, funders, and ensure that membership supports the collective vision and wisdom of the community.
With a goal to develop positive relationships between the district and the community, an intentional focus will be made to unify and build trust through open and honest engagement and communication.
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• ‘Walk in the shoes’ of a variety of student and family groups to understand how the system is ‘seen’ through their eyes.
• Conduct one-on-one and/or focus group meetings with Board members, district administrators, educator/operation groups, government officials, higher education, philanthropic organizations, childcare providers, Tribal leaders and elders, and Latinx community representatives.
A primary point of emphasis will be focused on increasing student outcomes PreK-21, a goal to ensure that all students can reach their fullest potential regardless of their race, class, ability, and/or gender.
• Analyze historical student data looking for patterns specifically disaggregated by race, class, ability, and/or gender.
• Establish a Superintendent-Student Advisory Council to begin meeting monthly in the fall of 2022.
• Analyze data that measures performance outcomes and participation across academic and social offerings to include STEM, English, physical education, CTE, fine and performing arts, athletics, clubs, etc.
• Attend existing school and district meeting structures to listen and learn.
• Analyze systems and structures that help to tell the district’s story. This will include existing forms, website and other communication platforms, levy and bond campaigns, board docs, newsletters, and strategic plans.
• Join civic organizations within the Ferndale community.
• Participate in extracurricular events that celebrate the talents of our students (athletics, performing arts, FFA, etc.)
Student Success & AchievementGoal 3:
• Understand and evaluate district and community structures that provide comprehensive services to students and families (mental health, homelessness, social services, career counseling, and family engagement).
Goal 2: District & Community Engagement
• Review materials that demonstrate expectations for increased student outcomes (contracts, newsletters, professional development agendas/assignments, curriculum/instruction, staffing structures).
• Meet teams that provide on-going support to students and staff (MTSS team, Special Education, Counselors, McKinney-Vento Liaisons, Native American Advisors, Multi-Lingual Learner Family Liaisons, Latinx Family Advisors, etc.)
• Schedule opportunities where Dr. Dominguez can begin to introduce herself and her family. This will include but not be limited to Coffee & Connect, school visits, Booster Club events, community events, sporting activities, and a series of focus groups and community forums.
• Learn about curriculum adoption cycles and processes.
• Engage community, staff, and student groups, especially those from traditionally underrepresented groups.
• Identify and meet with Ferndale’s community groups to include business leaders, government officials, community partners, as well as service and faith-based organizations to establish working relationships.
Meet with Tribal leaders and elders, as well as other traditionally marginalized groups, to establish on-going meeting structures as a key to bridging authentic partnerships that support increased student outcomes and family engagement.
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Review Executive Team and leadership membership and meeting structures to ensure our process and systems work in support of our schools and enhance student outcomes.
Meet with community and business leaders to establish a working partnership with a plan for collective action.
Meet with student body leadership teams to establish on-going student-superintendent meeting structures.
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Write entry plan draft for Board review and feedback (June) ready for public distribution in August.
• Review key documents to include historical student achievement data, budgets, contracts, policies, and procedures.
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Meet with labor leaders to learn of priorities, foster relationships, and establish procedures for on-going check-ins.
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Goal 5: School Board-Superintendent Relationship
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When the students, staff, and community work together toward a shared mission and vision, infused with intentional goals, values, and strategies, Ferndale School District will see an increase in student’s academic outcomes and sense of belonging.
Meet with key district staff and community leaders to understand and evaluate our procedures as a district/ community.
• Learn about the traditional ‘re-opening’ practices and systems for opening schools.
Engage in professional learning opportunities with an intentional focus on building trusting relationships.
Working closely with key community agencies and administration, review all safety and security plans, efforts, and structures.
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Leadership sets the example for the on-going and visionary work of the district. A strong relationship between the Superintendent, Board, and key community leaders creates a stable foundation which results in a sense of belonging, authentic community engagement, increased student outcomes, and organizational health and wellbeing.
Collaborative communities, supported by aligned systems, promote the wellbeing of a district.
• Learn about and understand past bond and levy campaigns, to include focus groups with community voters.
• Review the structures of Coherence Governance Policy, to include in-district training, and in partnership with the Board develop a yearly calendar to include Community Linkages (a way for the board to hear from the community), school visits, Board Study Sessions, and a Board/School Partnership Program.
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Meet with previous Superintendents and Board members of Ferndale School District to gain historical perspective.
Goal 4: Collaboration and Aligned Systems
• Review organizational charts and job descriptions across departments to understand bodies of work.
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Listen and learn from all participants in the entry process to better understand where needs exist and formulate initial ideas about future strategic goals. Ensure that multiple perspectives are heard and understood so that she can see the district through the eyes of those closest to the work. Learn about the values, norms, and expectations of our community. Learn about the district’s commitments that are currently prioritized across the organization and how they support student success specifically regarding race, ability, class, and gender. Identify systems and structures that support student and staff success and identify areas for growth.
A strategic plan that clearly identifies a vision, mission, and key strategies focused on propelling Ferndale towards a future of high achievement.
Listen. Learn. Lead. This intentional plan will allow Dr. Dominguez to: Strengthen relationships within the organization to recalibrate the system’s collective work.
Summarized findings to share with the community, staff, families, and students for reflection and feedback.
A transparent and fluid process for communication between the district and the community, always centering on what is best for all our children and making the future aspirations of the Ferndale School District community both clear and straightforward.
OutcomesTheinformationgatheredand
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summarized during this process will provide:
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Authentic engagement of community members, staff, students, parents, and community partners that will reveal the collective hopes and dreams.
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11www.ferndalesd.org/YouBelong | 360-383-9200 Listen. Learn. Lead. | Y U Ferndale School BelongDistrict
Connect with the community
Phase I: Spring 2022- August
During this phase, Dr. Dominguez will spend time in each school gathering data (both qualitative and quantitative) to understand how both our families, students, staff, and community experience the Thesystem.data gathered in Phase II will be vital to in Phase III for building a shared vision and mission, as well as structures for transparent and reciprocal communication between the district and community.
Superintendent2022 Entry Plan
This initial phase will include getting to know the community and reaching out to say hello. It will consist of connection activities with community members, students and families, administrators, staff, Tribal leaders and elders, business leaders, and city officials.This phase will allow Dr. Dominguez to begin to understand community and district culture, learning from those closest to the work here in Ferndale School District. Sustainable relationships take time to establish and are foundational to building trust that transcends across lines, allowing for transparent and reciprocal processes for communication.
Gathering data
Listen Learn
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Phase II: Sept 1 – January 31, 2023
• Engage in a deep review of our facilities, to include bonds and what our voters have been asking from the district over time.
Intentionally focused on the five broad goals, the timeline outlined will infuse the identified strategies to guide Dr. Dominguez so that she is able to develop a deep understanding of Ferndale School District’s strengths and challenges. It will also provide clarity in how we will work together to ensure that we as a community of stakeholders, including students, educators, staff, families, and community members, advise her across areas.
• Analysis and review of policies and data, specific to student outcomes.
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Phase Winter-SpringIII:2023
• Engage in a deep review of our budget and levy funding to identify our historical spending and value decisions.
• Foster transparent relationships with labor groups and their leaders.
Lead Analyze & Report Analysis, Development of a Summary Report, and Communication Strategy (Winter).
Listen. Learn. Lead. |
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• Spending time in classrooms, and meeting with school staff.
Three Phased Approach
• One-on-one and group meetings with district office, district teams, and students/families who are engaged with Special Education, Multilingual Learners, Gifted, Multi Tiered Systems of Support (MTSS), Finance, Capital Projects, Human Resources, Technology, Communications, Athletics, Career and Technical Education, Leadership, Johnson O’Malley (JOM) and Lummi Liaisons.
The structure of phase II will specifically include:
Communication, Input, Revision, Final Findings Published (Spring). Using the data that is gathered during Phase I and II, Dr. Dominguez and team will analyze the information and craft a summary report to synthesize the information. The findings will serve as a key resource to help advise the board, Superintendent, and district staff toward a shared vision, mission, collective goals, and strategic areas of focus. A thorough communication plan will be developed to share the information with the greater community and seek input for clarity and revisions.
• Continue to cultivate a working relationship with the School Board by establishing structures and transparent communication processes.
• Conduct interviews with business leaders, Chamber of Commerce, Tribal leaders and elders, city officials, and district families.
Process for Interview & Focus Groups
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Guiding Questions for Inquiry 1. What should Dr. Dominguez know about the community of Ferndale? 2. What are the strengths of the Ferndale School District? What is working well and should be sustained? 3. What are some of the opportunities that Ferndale School District should explore or develop further? 4. What are the challenges Ferndale School District faces? What needs attention and/ or could be improved?
As part of the entry process, Dr. Dominguez will conduct interviews and focus groups to build a foundational understanding. The people and groups identified in this plan are in no way a comprehensive list of all community organizations or essential voices. If a stakeholder group was inadvertently omitted, please contact the Superintendent’s office at 360-383-9207. It is Dr. Dominguez’s mission to be inclusive and ensure that she takes a comprehensive approach to her inquiry. It should be noted that both the interviews and focus groups will occur simultaneously with the responsibility of leading and operating the district; therefore, the timing for engagement can vary.
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Conclusion
Dr. Ivan Duran: Superintendent; Bellevue School District, Bellevue, WA (2017)
Dr. Dominguez realizes the unique gift this moment and time brings. Coming out of COVID provides us all with wisdom to know who we are as a community as well as being clear on the activities, practices, and traditions that set us apart from others. This time calls for radical reimagination, taking only the best of who we are and identifying who it is we want to be as we move forward, envisioning a better tomorrow for generations to come. As Dr. Gregory Cajete reminds us, living in community is a “matter of heart and soul,” (pg. 79) making us both cognitively and emotionally aware that when we “teach to the heart of our students, their minds will follow” (Dominguez ’94). Dr. Dominguez feels privileged to join and lead such a fine organization, and she also understands the incredible responsibility. As we move towards a future grounded in excellence for all students, Dr. Dominguez firmly believes that our collective strength will be found in our community’s brilliance, passion, and care, building a brighter future for all our children.
Dr. Victoria L. Greer: Interim Superintendent; Cambridge Public Schools, Cambridge, MA (2021)
Campbell: Superintendent; Federal Way Public Schools, Federal Way, WA (2015-2016)
Board of Directors
Dr. Kevin Erickson President, District Director: 1 Ms. Melinda Cool Vice President & Legislative Representitive, District Director: 2 Ms. Jessie Deardorff District Director: 3 Mr. Steve Childs District Director: 4 Ms. Peggy Uppiano District Director: 5 Jazzie Gonzales
Charles, C, & Samples, B. Coming Home: Community, Creativity, and Consciousness. Fawnskin, CA: Personhood Press, 2004. Cobb, F., Krownapple, J. J., & Campbell Jones, B. (2019). Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation. Mimi & Todd Press, Ishimaru,Inc.A. M. (2020). Just Schools: Building Equitable Collaborations with Families and Communities. New York, NY. Teachers College Press. Jentz, B., & Wofford, J. (2012). Entry: How to Begin a Leadership Position Successfully. Leadership and Learning INC. Entry Plans: Dr. Greg Baker: Superintendent; Bellingham Public Schools, Bellingham, WA Dr.(2010)Tammy
School Senior Kwavena Ledbetter Ferndale High School Junior
Resources Cajete, G. A., PhD, & Henderson, J. S. Y. (2022). Indigenous Community: Rekindling the Teachings of the Seventh Fire by Gregory A. Cajete (2015–0901). Living Justice Press.
Ferndale High
