Goals

Focused on five broad goals, Dr. Dominguez will intentionally engage in activities that will deepen her understandings, analyze the data, and frame future work.

Goal 1

Climate & Culture

Goal 2

District & Community Engagement

Goal 5

School Board Superintendent Relationship

Goal 4

Collaboration & Alligned Systems

Goal 3

Student Success & Achievement

Goal 1: Climate & Culture

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 the start of the school year, invite Board members and district staff to partake in the District Kick-

Off focused on the theme of Belonging. • 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. • ‘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. • 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. • Develop structures to highlight and celebrate our students, staff, and community.

Goal 2: District & Community Engagement

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.

• 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. • 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. • Attend existing school and district meeting structures to listen and learn. • Engage community, staff, and student groups, especially those from traditionally underrepresented groups. • 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. • Participate in extracurricular events that celebrate the talents of our students (athletics, performing arts,

FFA, etc.) • 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. • Review current advisory structures that include students, staff, community partners, funders, and ensure that membership supports the collective vision and wisdom of the community. • Join civic organizations within the Ferndale community.

Goal 3: Student Success & Achievement

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. • 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). • Learn about curriculum adoption cycles and processes. • ‘Walk in the shoes’ of a variety of student and family groups to understand how the system is ‘seen’ through their eyes. • 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.) • Review materials that demonstrate expectations for increased student outcomes (contracts, newsletters, professional development agendas/assignments, curriculum/instruction, staffing structures). • 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.

Goal 4: Collaboration and Aligned Systems Collaborative communities, supported by aligned systems, promote the wellbeing of a district. 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. 

• Review organizational charts and job descriptions across departments to understand bodies of work. • 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. • Working closely with key community agencies and administration, review all safety and security plans, efforts, and structures. • Meet with student body leadership teams to establish on-going student-superintendent meeting structures. • Engage in professional learning opportunities with an intentional focus on building trusting relationships. • Meet with key district staff and community leaders to understand and evaluate our procedures as a district/ community. • 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. • Learn about the traditional ‘re-opening’ practices and systems for opening schools.

Goal 5: School Board-Superintendent Relationship

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.

• Write entry plan draft for Board review and feedback (June) ready for public distribution in August. • Learn about and understand past bond and levy campaigns, to include focus groups with community voters. • Review key documents to include historical student achievement data, budgets, contracts, policies, and procedures. • Meet with previous Superintendents and Board members of Ferndale School District to gain historical perspective. • 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. • Meet with labor leaders to learn of priorities, foster relationships, and establish procedures for on-going check-ins.