Issuu

A Strategic Plan to Guide the Instructional Future of the Mariemont City School District AUGUST 2026

TEACHING & LEARNING Designing innovative, evidence-based learning experiences that build durable skills for a rapidly changing world.

High Quality Instruction

Rigorous and Relevant Learning Experiences

Expanded Access to Advanced Learning

LIFE & LEADERSHIP READINESS Cultivating confident, adaptable learners through meaningful experiences that build leadership and real-world readiness.

Real-World Learning and Application

Leadership Student Agency, Development and Voice, and Life Skills Ownership

–2–

POSITIVE CULTURE & WELL-BEING

Intentional Culture and Climate Design

Strong Relationships and Clear Expectations

Consistent Systems of Support

FAMILY & COMMUNITY CONNECTIONS Strengthening communication, partnership, and belonging so every family feels connected and supported.

Clear, Consistent Communication Systems

–3–

Meaningful Family Strong Community Engagement Partnerships and Opportunities Access

WELCOME TO DESTINATION NEXT!

Fostering a safe, inclusive, and caring environment where all individuals can learn, thrive, and flourish.

A MESSAGE FROM THE SUPERINTENDENT In the fall of 2024, we began to engage with parents, community members, students, and staff to reflect on the school district’s work and accomplishments since launching Destination 2026 over a decade ago. These important conversations were an opportunity to hear from our stakeholders about what matters most in the schooling experience in a world that is ever-changing. What emerged was a framework of four strategic pathways for us to explore and research: (1) Teaching & Learning; (2) Life & Leadership Readiness; (3) Positive Culture & Well-Being; and (4) Family & Community Connections. From there, we developed a robust and comprehensive work plan involving nearly 50 teachers, administrators, and staff members to identify creative strategies, find innovative ideas, and develop recommendations. The result is Destination NEXT, a blueprint for Mariemont City Schools that will guide us into the future. The hallmark of a Mariemont education – rigorous curriculum design, instructional best practices, meaningful experiences, and purposeful environments – continues to be our overarching goal. We remain committed to improvement and focused on results. And, most importantly, we remain steadfast in our promise to prepare students for what’s NEXT in their lives and futures.

In the pages that follow, you will find the story of our journey to Destination 2026, the landscape for the work ahead of us, the details of our research, and the recommendations that will drive our focus for the next several years. I am deeply appreciative of the time and dedication our staff invested in creating Destination NEXT, and I am equally thankful to the parents, community members, and other stakeholders who shared their feedback throughout this process. As you read, I hope you share in my excitement for the plan that has been developed and recognize its importance as we continue nurturing potential, exploring possibilities, and transforming experience in Mariemont City Schools!

Steven Estepp Superintendent

–4–

We are proud to share our support for Destination NEXT and the vision it represents for our students and our community. Destination NEXT reflects who we are. It was not created in a few days or handed to us by an outside consultant. It grew from commitment, reflection, and shared effort. Over the past two years, administrators, teachers, staff, students, parents, and community members have studied, listened, asked hard questions, and refined ideas. This work builds upon the 12-year journey of Destination 2026, a long-term commitment that has shaped the experience of an entire generation of Mariemont students. What stands out most is the intentionality behind this plan. Our district has invested in its own learning. Leaders and educators have researched, collaborated, and engaged stakeholders at every level to ensure the direction we set is thoughtful and grounded. That level of internal dedication speaks to the culture of excellence and care that defines Mariemont City Schools.

–5–

WELCOME TO DESTINATION NEXT!

A MESSAGE FROM THE MARIEMONT CITY SCHOOLS BOARD OF EDUCATION

Destination NEXT is also a reflection of partnership. Students shared their voices. Parents and community members offered perspective. Teachers contributed their expertise. And as board members, we remained closely engaged throughout the process. Our success has always come from aligning many voices around a shared purpose and ensuring every child is known, supported, and prepared for what comes next. As your elected Board of Education, we have confidence in the leadership guiding this plan and in the work outlined here. Destination NEXT honors our strong foundation while preparing our school district for the future. Most importantly, it keeps students at the center of every decision. We are grateful for the trust our community places in its schools and for the collective effort that continues to make our district special. We look forward to walking this next chapter together. With appreciation and commitment,

Brad Dewey

Nan Dill

Andi Murphy

Mariemont City Schools Board of Education

–6–

Kelli Neville

Dave Rogers

WHAT’S INSIDE? OUR JOURNEY TO DESTINATION 2026

THE NEXT LANDSCAPE An overview of the emerging trends, research, and future-ready conditions shaping education and leadership. This section frames the opportunities and challenges that inform the priorities of Destination NEXT.

PREPARING FOR WHAT’S NEXT A synthesis of the mindsets, skills, and practices expected from successful students and high-performing teachers to thrive in a rapidly changing world. This section clarifies the durable capabilities and instructional commitments that anchor the district’s work amid ongoing change.

–7–

WELCOME TO DESTINATION NEXT!

A brief reflection on the district’s 12-year strategic journey that laid the foundation for Destination NEXT. This section highlights key milestones, lessons learned, and system shifts that position Mariemont City Schools for its next phase of growth.

STRATEGIC PATHWAY #1: TEACHING & LEARNING A focus on ensuring high-quality, engaging, and rigorous learning experiences for every student. This pathway prioritizes instructional excellence, deeper learning, and practices that maximize student growth and achievement.

STRATEGIC PATHWAY #2: POSITIVE CULTURE & WELL-BEING A commitment to fostering safe, supportive, and inclusive environments where students and staff can thrive. This pathway emphasizes belonging, wellness, and strong relationships as foundations for learning and performance.

STRATEGIC PATHWAY #3: LIFE & LEADERSHIP READINESS A focus on preparing students with the skills, experiences, and dispositions needed for success beyond graduation. This pathway emphasizes leadership development, real-world learning, and readiness for college, career, and life.

STRATEGIC PATHWAY #4: FAMILY & COMMUNITY CONNECTIONS A commitment to strengthening partnerships with families and the broader community. This pathway focuses on communication, collaboration, and shared responsibility for student success.

GLOSSARY A concise reference of key terms and concepts used throughout Destination NEXT. The glossary ensures shared understanding and supports consistent interpretation and implementation of the plan. A complete list of research and references used to develop this plan can be reviewed on the district website. –8–

Destination NEXT was co-constructed through a combination of research, site visits, work sessions, focus groups, and feedback opportunities. This robust plan for the future would not have evolved without the input, expertise, honesty, and dedication of our staff, students, parents, community members, business leaders, and Board of Education.

–9–

WELCOME TO DESTINATION NEXT!

HOW THE PLAN WAS DEVELOPED

DEVELOPMENT TIMELINE DEFINING THE MISSION, VISION, BELIEFS & OVERARCHING GOAL (Fall 2024) • District administrative team revises the mission, vision, and beliefs. • Review and revision process begins for characteristics of highly effective teachers and highly engaged students. • Stakeholder focus groups are held with parents, community members, staff, and students in all four schools.

PHASE

01 ORGANIZING THE PROCESS

(Summer 2024) • District administrative team completes a readiness assessment to reflect on Destination 2026 and prepares for the development of a new plan. • Strategic planning oversight team is established.

PHASE

ANALYZING & PLANNING (Winter 2024-Spring 2025) • Trend analysis conducted to study local, regional, and national trends within and beyond education. • Mandate analysis conducted to review current state and federal legislative/policy requirements alongside deeply held community expectations. • Mission, vision, and beliefs finalized and shared with the Board of Education. • Environmental scan conducted to assess current educational, career, and societal conditions and expectations that impact students today and in the future.

– 10 –

FRAMING THE RESEARCH & WORK

(Fall 2025) • Work groups conduct research, complete site visits, and attend conferences to explore each Strategic Pathway.

PHASE

IMPLEMENTING & MONITORING (Summer 2026) • Additional drafts of Destination NEXT reviewed and revised by the district administrative team. • Destination NEXT finalized and published.

PHASE

05 DEVELOPING STRATEGIES & ACTION STEPS (Winter 2025-Spring 2026) • SWOC/T analysis completed for each Strategic Pathway to identify district strengths and gaps. • SWOC/T findings shared with the Board of Education for input and feedback. • Recommendations developed for each Strategic Pathway. • Key performance indicators developed for each Strategic Pathway. • Destination NEXT drafts created and revised by pathway leaders and work groups. • Feedback sessions held with staff, students, parents, community members, and business leaders. – 11 –

PHASE

WELCOME TO DESTINATION NEXT!

(Spring-Summer 2025) • Strategic Pathways for Destination NEXT established. • Strategic Pathway work group leaders named. • District administrative team drafts guiding questions for each Strategic Pathway. • Strategic Pathway work groups formed.

ENGAGEMENT SNAPSHOT

100+

ANTS RTICIP A P L A TOT ED ENGAG

30+ work group members 20+ district & school leaders 15+ students 50+ parents & community members 10+ business leaders All were instrumental in framing the research and developing the recommendations for each Strategic Pathway.

Internal and external stakeholders generously contributed their time and expertise to share knowledge and innovative ideas.

200+ ENGA GEM HOUR ENT S

15+

OF TIONS ITERA RAFT THE D

Throughout the two-year development process, the components of Destination NEXT were revised, edited, and refined based on feedback and suggestions.

– 12 –

MISSION:

Nurturing potential. Exploring possibilities. Transforming experience.

VISION:

GOAL:

Student success will increase through rigorous curriculum design, instructional best practices, meaningful experiences, and purposeful environments that maximize learner autonomy and capacity to thrive.

BELIEFS: Focus on Students

We believe the well-being and success of our students is the cornerstone of our work and that all students deserve world-class opportunities in safe and inclusive environments.

Focus on Teaching & Learning

We believe all students deserve access to enriching opportunities and experiences that maximize learning through best practice.

Focus on Community

We believe in the importance of positive relationships to foster trust and respect and promote partnerships that enhance the student experience.

Focus on Results

We believe high expectations and continuous improvement should define all aspects of our work. – 13 –

MISSION, VISION, GOAL & BELIEFS

A community that inspires and prepares students to thrive in an ever-changing world.

Our Journey

– 14 –

In 2013, Mariemont City Schools set out on a bold, 12-year journey. Its destination was clear: 2026—the year that year’s kindergarten class would graduate. And its purpose was ambitious: Ensure every learner is prepared not just for school, but for a rapidly evolving world. It quickly became evident that traditional models of schooling would not be enough. Students needed experiences that sparked curiosity, nurtured passions, strengthened critical and creative thinking, and empowered them to navigate a global, technology-rich future with confidence.

OUR JOURNEY

So in 2014, we launched Destination 2026, a long-term, system-wide strategic plan designed to transform instruction and elevate the learning experience for every child. Grounded in two guiding principles, access and opportunity, the plan sought not to solve isolated problems, but to redesign the entire system so excellence could reach every student.

More than 50 teachers and administrators spent eighteen months researching, exploring, and imagining what a world-class education could look like for Mariemont City Schools. Their work shaped a durable instructional vision that paired deep engagement, collaboration, global awareness, and technology integration with consistent, data-informed practice across all classrooms. What emerged was nothing short of transformational. Learning became an active, personal, and meaningful experience. Classrooms expanded beyond their walls. Curiosity became a defining feature of our culture. And teachers grew together as designers of learning, dedicated to inspiring potential in every student. – 15 –

Our Destination 2026 Journey

Beginning in 2014, Destination 2026 served as a strategic roadmap to guide the work of Mariemont City Schools.

– 16 –

– 17 –

OUR JOURNEY

Just as important, the voices of students and families guided the journey. Parents urged us to prepare students not only with academic knowledge but also with the skills required for life, like resilience, financial literacy, emotional awareness, and real-world readiness. Students reminded us that relevance matters and sought relationships, authentic experiences, and learning that connects to their future. Their insights helped shape the path forward. If you walk our halls today, you’ll see the story of Destination 2026 alive in every space: students immersed in hands-on, real-world learning; technology enhancing, not replacing, human connection; and a strong sense of belonging woven into every interaction. The academic outcomes and achievements resulting from Destination 2026 are clear. Opportunities have expanded. Access has deepened. Metrics have improved across the board. Mariemont City Schools is now consistently ranked as one of the top academically performing school districts in both the state and the nation on multiple assessments and rankings and is only one of four districts in Ohio to have all of its schools receive National Blue Ribbon designation. Additionally, Mariemont High School was named the #1 High School in Greater Cincinnati, the #1 STEM High School in Ohio, and placed on the College Board Honor Roll. But the numbers are only part of the story. The rest of the story is the faces behind the numbers: students who discovered passions, teachers who found new purpose, and a community who trusted the process. This transformation was not accidental. Destination 2026 succeeded because it was a long-term, system-level strategy anchored in access, consistency, and unwavering commitment. It built structures and a culture that will continue to propel Mariemont City Schools forward. The work does not end in 2026. Instead, the foundation built over the last twelve years ensures that innovation, opportunity, and excellence will continue for every student, as we turn to what’s next. – 18 –

A NEW JOURNEY OF GROWTH AND PURPOSE As we look toward what comes next, we pause not to conclude a chapter, but to mark a turning point. The world is shifting at a pace no generation has experienced before, and the conditions our students now face are dramatically different from those that shaped Destination 2026. Digital literacy, adaptability, sustainability, and collaboration are no longer aspirations—they are essentials. Evolving technologies, automation, and global connectivity are reshaping how people work, learn, and live. And these forces will define our students’ futures.

– 19 –

THE NEXT LANDSCAPE

THE NEXT LANDSCAPE:

WHY NOW? The pace of change is no longer something we prepare students for; rather, it is something they are already living. Technologies once considered emerging are now foundational. Careers that did not exist a decade ago are reshaping entire industries. And the skills required to thrive in this landscape will not wait for schools to catch up. This is a defining moment. A moment when standing still is not neutral. It is falling behind. Employers urgently need graduates who can think critically, adapt quickly, and approach problems creatively. New technologies, framed by artificial intelligence, are transforming learning and work today, not tomorrow. And students are asking for learning that is meaningful, responsive, and connected to the world they will inhabit. The conditions that shaped Destination 2026 are not the conditions our students face today. What once was visionary is now baseline. What once was innovative is now expected. If we want our students to thrive in the world they are entering, we must design schools for the world that is emerging. That is why the time for the NEXT strategic plan is not later—it is now.

– 20 –

A LOOK TO THE FUTURE The landscape ahead is dynamic and compelling: SKILLS SHIFT

CAREER READINESS

Success must be defined by adaptability, agency, and real-world application, not just college acceptance.

MENTAL HEALTH MATTERS

ADAPTABILITY = EMPLOYABILITY

With 1 in 7 youth facing mental health challenges**, classrooms must be places of connection, joy, and well-being.

The ability to learn, unlearn, and relearn is becoming one of the top hiring traits.

SUCCESS SKILLS

INSTRUCTIONAL EXCELLENCE LEADS

Self-driven learning and entrepreneurial thinking are emerging as essential life competencies.

Research-based best practice remains our foundation; AI should make for more rigorous learning, not a shortcut or easy way out.

ARTIFICIAL INTELLIGENCE FLUENCY

Across education, one truth has become clear: Artificial intelligence isn’t replacing teachers; it is replacing time-consuming tasks, freeing educators to focus on the human work that matters most. The next era of schooling requires both courage and clarity.

Employers are seeking AI-literate talent; fluency with AI will soon be as fundamental as reading and writing.

DIGITAL CITIZENSHIP

With rapid tech expansion, schools must teach ethical, safe, and purposeful use, especially with AI.

*Source: Organization for Economic Co-Operation and Development (OECD) ** Source: National Alliance on Mental Illness (NAMI)

– 21 –

THE NEXT LANDSCAPE

Nearly 40% of today’s workplace skills will be obsolete by 2030*. Students will need creativity, curiosity, and analytical thinking to stay ahead.

WHAT WE HEARD WHAT WE HEARD FROM OUR PARENTS*... “Our schools should continue focusing on the whole child, preparing students not only academically, but mentally and emotionally for the world they are entering, with mental health and personal growth treated as essential, not secondary.”

“Preparing students for the future means more than academics; it means equipping them with practical life skills and the ability to interact confidently with others so they can lead happy, healthy, and successful lives beyond school.”

“As a parent, I value a district that explores emerging tools like AI with expert input and transparency, while honoring that learning is not one-size-fits-all and each student is a whole, unique individual.”

“I want our schools to intentionally develop students’ social-emotional, communication, and leadership skills so they can collaborate, resolve conflict, and confidently compete and contribute at a global level.”

“I appreciate a district that balances preserving what’s working with the courage to innovate, using engaging, experiential learning to prepare students for a future we can’t fully predict.” *These perspectives represent recurring themes gathered from parent stakeholder focus groups during the Destination NEXT strategic planning process.

– 22 –

WHAT WE HEARD FROM OUR STUDENTS*... “I really like when classes are designed to connect what we’re learning to the real world, and I’d love to see more classes built that way.”

“I really liked getting to work with younger students, like at Camp Kern, and I’d love to see more opportunities like that because it helped me grow as a leader.”

my future.”

THE NEXT LANDSCAPE

“I like learning in the classroom, but experiences like Warriors BEyond help everything click because I can actually see and experience what we talk about in school.”

“Learning more real life skills connected to careers would help me feel more confident about

“The technology in the classroom supports how we already learn, but I also appreciate opportunities to explore new and emerging technology so I’m ready for future careers.” *These perspectives represent recurring themes gathered from student stakeholder groups during the Destination NEXT strategic planning process.

– 23 –

DEEP LEARNING IN THE AGE OF ARTIFICIAL INTELLIGENCE For decades, creativity was treated as the reward at the end of learning. Today, understanding, creativity, analysis, and application must become the starting point. These conditions ignite engagement, deepen thinking, and drive authentic learning. Bloom’s Taxonomy provides a long-standing framework for understanding how students learn and think. Created in 1956 by a team of educational psychologists led by Benjamin Bloom at the University of Chicago and then revised in 2001 by Lorin Anderson and David Krathwohl, the taxonomy describes a progression of cognitive skills: from remembering and understanding, to applying, analyzing, evaluating, and creating. These skills have guided instructional design in K–12 education for decades. Traditionally, classrooms have spent significant time at the foundational levels, ensuring students acquire knowledge before moving toward deeper thinking.

– 24 –

In today’s world, that progression must be reimagined. Artificial intelligence can now support students instantly with recall, comprehension, and basic application. As a result, Bloom’s higher levels are no longer the destination at the end of learning; they are the starting point for meaningful engagement, problem-solving, and growth.

EXP LO R

• Resilient to automation: Unlike narrow technical skills, durable skills are hard to automate and remain relevant even as specific tools change.

E QU

COM MU NI CA TE

CREATE

ON STI

EVALUATE

ANALYZE

DI SC E

E RAT COLLABO

APPLY

UNDERSTAND

REMEMBER IN N

OV ATE

P ADA

• Not job-specific: They are valued across roles and industries, from entry-level to management.

Bloom’s taxonomy levels (in blue) are now the starting point before helping students build durable skills (in yellow).

The true work of schools shifts outward towards cultivating durable skills. The World Economic Forum’s Future of Jobs Report 2025 defines these types of skills as human-centered competencies that are valuable across jobs, industries, and over time, especially as technology and automation change the nature of work. They are often described as skills you can carry with you, regardless of the specific role or technology you use, and they tend to be hard to automate and enduring in value. – 25 –

• Enduring value: They support long-term adaptability, economic mobility, and career resilience. In essence, durable skills are a modern framing for what many call soft skills, human skills, or power skills, but with a stronger emphasis on their future-proof and transferable nature in a rapidly evolving global labor market. These durable skills are intentionally developed through our Characteristics of a Successful Student and High-Performing Teacher on pages 32-35. (Components of the durable skills are bolded in the characteristics.)

THE NEXT LANDSCAPE

What Makes Them “Durable”?

EXPLICIT INSTRUCTION IS KEY TO DEEP LEARNING In a rapidly changing world, strong teaching matters more than ever. While artificial intelligence can provide information instantly, it cannot replace the clarity, modeling, and intentional guidance that skilled teachers bring to the classroom. As learning environments become more complex, students need clear expectations, thoughtful structure, and expert support to build real understanding and confidence. At its core, deep learning follows a simple progression. Teachers first demonstrate and explain new concepts clearly. Then students practice with support and feedback. Finally, students apply their learning collaboratively and independently. This gradual release builds both competence and ownership.

GRADUAL RELEASE OF RESPONSIBILITY Teacher Teacher as model Teacher as guide

“I do it”

Focused Instruction

“We do it”

Guided Instruction

Teacher as resource Teacher as observer

Collaborative Independent

Student

– 26 –

“You do it together” “You do it alone”

Deep learning does not happen by chance. It is intentionally designed. Students are shown what success looks like, supported as they practice, and challenged to use their knowledge in meaningful ways. This approach ensures that learning is not superficial or short-lived, but durable and transferable. Importantly, clear teaching does not limit student independence. It builds it. By providing structure at the right time and gradually increasing responsibility, teachers equip students with the skills and confidence to think critically, solve problems, collaborate effectively, and explore learning in new ways.

Here is the simple truth: deep learning requires clear teaching. When clarity, high expectations, and purposeful release are combined, students are prepared not just to keep pace with change, but to lead within it.

– 27 –

THE NEXT LANDSCAPE

As workplace skills evolve and technology accelerates change, students must be prepared not just to access information, but to question, discern, and use it wisely. Explicit instruction ensures that learning remains rigorous, purposeful, and human-centered. When paired with thoughtful use of technology, it strengthens teaching rather than replaces it.

CONTINUING WHAT WE’VE STARTED Our next chapter builds on the strengths we developed with Destination 2026, elevating what works and expanding our vision:

INSTRUCTIONAL EXCELLENCE

EXPANDED EXPERIENTIAL LEARNING

Grounding teaching and learning in research-based best practices, including high-quality explicit instruction and gradual release, to ensure clarity, rigor, and deep understanding for all students.

Deepening real-world learning through off-campus experiences, internships, and project-based opportunities that cultivate discernment and agency.

PERSONALIZED INSTRUCTION

MENTAL HEALTH & WELL-BEING

DURABLE SKILLS EDUCATION

THOUGHTFUL USE OF ARTIFICIAL INTELLIGENCE & TECHNOLOGY

Honoring each student’s unique strengths and goals while maintaining high expectations. Learning shifts from compliance to curiosity, from covering content to creating meaning.

Creating conditions essential for intellectual risk-taking through proactive systems where challenge is balanced with care, belonging, and emotional safety.

Strengthening the skills that fuel adaptability: executive functioning, financial literacy, emotional wellness, and practical decision-making.

DEEP COMMUNITY CONNECTIONS

Modeling ethical, purposeful use of AI and technology so that it enhances teaching without diminishing learning and keeps the human element at the heart of schooling.

Expanding mentorship, partnership, and shared responsibility across the entire community.

– 28 –

OUR COMMITMENT

And now, the world is moving quickly, and our students cannot wait. Destination NEXT calls us to act with urgency, clarity, and conviction. We must design learning that keeps pace with innovation, responds to the needs of today’s learners, and builds capacity for the challenges they will face. This next chapter will require bold ideas, strategic action, and collective responsibility. The choices we make together, now, will define the opportunities our students have tomorrow. The journey continues, and it calls all of us forward.

– 29 –

THE NEXT LANDSCAPE

The future of Mariemont City Schools will not be written in isolation. It will be built through shared purpose, open feedback, and collective imagination. Our story is one of resilience, innovation, and continuous growth, and we are only at the beginning. This is more than a strategic plan. It is a shared narrative—a living story authored by students who dare to dream, teachers who design learning with purpose, and families and partners who believe in what is possible for every child.

Preparing for What’s

Preparing students for what’s next requires a shared commitment to developing strong content knowledge, durable skills, mindsets, and habits that help them thrive in an ever-changing world. The characteristics that follow are intended to provide a clear profile of both the student we hope to develop and the teacher needed to support that growth. These characteristics are not viewed as fixed outcomes, but as areas for continual reﬂection, development, and improvement over time. Together, they establish a common language and shared expectations that reinforce the importance of curiosity, adaptability, communication, collaboration, leadership, and lifelong learning throughout the Mariemont experience. The durable skills described on page 25 are bolded in the characteristics.

– 30 –

A High-Performing Teacher…

Applies Learning with Purpose

Thinks Independently

Teaches with Proven Practices

Imagines and Innovates

Embraces Challenge

Collaborates Eﬀectively

Cultivates Community

Builds Empathy and Belonging

Leads with Courage

Engages as a Global Citizen

Encourages Broad Perspectives

Reﬂects and Grows

– 31 –

PREPARING FOR WHAT’S NEXT

A Successful Student...

Applies Learning with Purpose

Thinks Independently

Embraces Challenge

A successful student learns with curiosity, thinks creatively, communicates clearly, and uses technology responsibly to support their growth.

A successful student learns to reflect with emotional intelligence, demonstrate ﬂexibility in thinking, and show emerging leadership by making thoughtful, informed decisions.

A successful student learns to approach diﬃculty with agility, resilience, and innovation, applying creative thinking to solve problems and grow through adversity.

• Sets meaningful goals, manages time, and monitors personal progress. • Challenges assumptions and thinks creatively to generate original ideas. • Adjusts strategies when circumstances change. • Explores and discerns critically to make informed decisions. • Learns from experience and applies feedback to grow as a learner and leader.

• Approaches complex tasks with optimism and determination. • Generates innovative solutions when facing obstacles. • Breaks challenges into manageable steps while maintaining a big-picture vision. • Adapts thinking and strategies when initial solutions are not successful. • Builds confidence by tackling increasingly rigorous and unfamiliar work.

• Builds strong content knowledge and applies learning creatively to real-world situations. • Asks thoughtful questions, investigates deeply, and pursues learning with sustained curiosity. • Communicates ideas clearly and collaborates productively across audiences and formats. • Uses technology responsibly, ethically, and strategically to enhance learning and innovation. • Transfers skills across disciplines and adapts learning to new challenges and opportunities.

– 32 –

Collaborates Eﬀectively

Leads with Courage

Engages as a Global Citizen

A successful student learns strong communication and collaboration skills and uses emotional intelligence to build respectful relationships.

A successful student learns to model leadership, communicate with integrity, demonstrate ﬂexibility in uncertain situations, and inspire innovation through responsible action.

A successful student learns to engage with curiosity and empathy, collaborate across cultures, and lead with responsibility and innovation to make a meaningful impact in the community.

• Stands up for what is right, takes accountability, and acts with honesty. • Takes thoughtful risks that encourage growth and creative thinking. • Inspires others through example, initiative, and positive influence. • Navigates change with adaptability and confidence. • Encourages collaboration and innovation within their community.

• Seeks understanding across cultures and perspectives. • Demonstrates emotional intelligence when engaging with diverse communities. • Communicates thoughtfully and respectfully across differences. • Collaborates to address real-world challenges with creativity and innovation. • Shows leadership by contributing positively to the school, community, and world.

• Contributes strengths to group work while valuing diverse perspectives. • Listens actively and communicates clearly in speaking, writing, and digital formats. • Demonstrates empathy and emotional awareness in team settings. • Provides and receives constructive feedback to improve collective outcomes. • Uses collaborative technologies to connect, create, and problem-solve together.

– 33 –

PREPARING FOR WHAT’S NEXT

A Successful Student...

A High-Performing Teacher…

Teaches with Proven Practices

Imagines and Innovates

Cultivates Community

A high-performing teacher uses evidence-based strategies to cultivate curiosity, creative thinking, strong communication, and technological literacy.

A high-performing teacher fosters innovation and creative thinking by designing engaging learning experiences that encourage ﬂexibility and problem-solving.

A high-performing teacher builds a collaborative learning environment grounded in communication and trust.

• Establishes clear learning targets that emphasize thinking, communication, and application. • Uses the gradual release model to intentionally develop independence and skill transfer. • Models analytical and creative thinking processes explicitly. • Provides meaningful feedback that strengthens student communication and reflection. • Integrates technology strategically to deepen understanding and skill development.

• Creates learning experiences that spark curiosity and invite original thinking. • Encourages students to generate and test innovative solutions. • Adapts instruction to meet diverse needs and changing circumstances. • Uses inquiry, questioning, and project-based learning to deepen understanding. • Models a growth mindset and resilience when challenges arise.

– 34 –

• Contributes to school culture in a positive and professional way. • Promotes meaningful collaboration with individual accountability. • Builds strong relationships with students, families, and colleagues through intentional communication. • Creates opportunities for students to contribute their strengths in a variety of settings. • Fosters student voice and shared responsibility in the classroom.

Builds Empathy and Belonging

Encourages Broad Perspectives

Reﬂects and Grows

A high-performing teacher demonstrates emotional intelligence and creates inclusive environments where every learner feels valued and respected.

A high-performing teacher fosters curiosity about the world, strengthens communication across cultures, and prepares students to engage thoughtfully and responsibly in a diverse and interconnected society.

A high-performing teacher models leadership, ﬂexibility, and continuous improvement in both thinking and practice.

• Takes time to truly know students and their unique perspectives. • Models empathy, self-awareness, and respectful communication. • Integrates social-emotional learning practices into daily instruction. • Creates classroom cultures where diverse viewpoints are honored. • Supports students in developing confidence and responsible decision-making.

• Integrates diverse cultures, perspectives, and global issues into instruction. • Encourages students to make meaningful connections between local and global contexts. • Provides opportunities for collaboration across communities and experiences. • Models respectful dialogue and open-minded inquiry. • Inspires students to consider their influence and responsibility in shaping the world around them. – 35 –

• Uses data and feedback to refine instruction and strengthen student outcomes. • Engages in professional learning that expands instructional innovation. • Sets professional growth goals and pursues them with persistence. • Adapts practices based on student needs and emerging research. • Demonstrates professionalism, initiative, and a commitment to lifelong learning.

PREPARING FOR WHAT’S NEXT

A High-Performing Teacher…

STRATEGIC PATHWAYS TEACHING & LEARNING

LIFE & LEADERSHIP READINESS

POSITIVE CULTURE & WELL-BEING

FAMILY & COMMUNITY CONNECTIONS – 36 –

STRATEGIC PATHWAY #1:

TEACHING & LEARNING

STRATEGIC PATHWAY #1: TEACHING & LEARNING

The Teaching & Learning pathway is designed to strengthen instructional excellence and innovation so that every student in Mariemont City Schools experiences engaging, future-ready learning. This pathway advances curriculum and instructional design to intentionally develop durable skills that are essential for long-term success like critical thinking, creativity, collaboration, and digital literacy. The Teaching & Learning pathway promotes personalized and experiential learning environments to cultivate confidence, curiosity, and belonging while maintaining human connection at the core of education. Through continuous, differentiated professional learning and intentional mentorship, the pathway positions educators as designers of learning who are equipped to elevate student growth. Teaching in Mariemont City Schools will continue to be evidence-based, innovative, and deeply impactful.

– 37 –

GUIDING QUESTIONS

These guiding questions clarify priorities, challenge our thinking, and keep the Teaching & Learning pathway aligned to its intended impact.

How should learning environments be designed to cultivate student ownership, curiosity, and adaptability? What experiences best prepare students to navigate new challenges and develop the skills needed for careers and technologies that do not yet exist?

How can Mariemont City Schools attract and retain high-performing educators who bring strong expertise, innovation, and a commitment to continuous learning? What mentorship systems will best support new teachers from the moment they are hired, and how might the educator pipeline, including student teachers and mentor staff, be strengthened?

How should instructional practices evolve to integrate AI, automation, and emerging technologies in ethical, effective ways? What skills must students develop to lead, make decisions, and engage responsibly in a rapidly shifting digital landscape?

How can professional learning be redesigned to be differentiated, personalized, and responsive to the evolving needs of educators? How should the science of learning and reading be embedded so that teachers strengthen foundational skills and cultivate higher-order thinking, problem-solving, and communication? How should core and elective course offerings be evaluated to ensure relevance, rigor, and meaningful student choice? What advanced pathways best prepare students for future success, and how should growth in College Credit Plus (CCP) be balanced with Advanced Placement (AP), class ranking considerations, and the role of in-house instruction? How must instructional practices adapt to meet students’ changing cognitive and social-emotional needs? What strategies will ensure students develop interpersonal skills and emotional intelligence necessary for meaningful human connection in an increasingly digital world?

– 38 –

RECOMMENDATIONS

Evolve Learning Experiences for More Depth, Relevance, and Student Agency

Remove barriers within traditional instructional practices, schedules, and structures to enable more innovation and expand interdisciplinary, student-centered learning experiences.

Advance Digital Literacy and Future-Ready Learning Experiences

Develop and implement a coherent K–12 framework that builds students’ digital literacy, media discernment, fluency with artificial intelligence tools, and responsible technology practices while strengthening critical thinking, creativity, communication, and adaptability needed for future success.

Personalize Learning to Support Growth and Mastery for All Students

Strengthen flexible learning pathways and refine practices to prioritize mastery of content and skills to meet the diverse needs and pacing of all learners.

Expand Access to Advanced Learning Opportunities

Broaden access within the district to Advanced Placement and College Credit Plus courses along with other credentialing opportunities through flexible scheduling, aligned supports, and intentional pathways so that every student has the opportunity to earn college credit and/or career credentials.

Continuously Align Curriculum and Course Offerings to Future-Ready Skills

Optimize ongoing review cycles and course proposal processes to ensure all curriculum and course offerings remain relevant, rigorous, and aligned to emerging fields and durable skills.

Strengthen the Educator Talent and Development System

Enhance our educator pipeline and growth model to support recruitment, development, and retention through an extended onboarding residency, university partnerships, differentiated career pathways, and meaningful professional experiences.

– 39 –

Ensure Grading, Recognition, and Assessment Practices Reﬂect Meaningful Student Learning

Examine and refine grading, recognition, and assessment practices to ensure they prioritize authentic learning, support student growth, and align with long-term outcomes beyond graduation.

Create a Personalized and Impact-Driven Professional Learning System

Design a dynamic professional learning model that emphasizes choice, progression, collaboration, and research-based practices to continuously improve instructional effectiveness.

STRATEGIC PATHWAY #1: TEACHING & LEARNING

These high-level recommendations for the Teaching & Learning pathway translate its intent into focused areas for action. These recommendations are not intended to be exhaustive or prescriptive but, instead, provide direction for the work that will be further defined and implemented through the District Action Plan each year. Together, they help guide decision-making, align efforts across the system, and prioritize the work most likely to lead to meaningful, measurable progress.

KEY PERFORMANCE INDICATORS These indicators provide a balanced view of progress by measuring outcomes, experiences, and system effectiveness. Together, they help ensure that our work within the Teaching & Learning pathway leads to meaningful and sustained impact.

Student Achievement and Growth

Student Engagement and Learning Experience

College and Career Readiness

Educator Capacity and Stability

Student performance on Ohio state assessments (percentage of students scoring proficient or above, district performance index score, and student value-added growth) each year.

Average score on an annual student survey that measures engagement, level of challenge, relevance of learning, and opportunities for student voice and choice.

Percentage of students meeting College, Career, Workforce, and Military Readiness (CCWMR) indicators each year.

Percentage of staff retained year over year, participation rates in professional development programs/activities, and staff survey results related to instructional support and growth.

This indicator reﬂects both student performance and academic growth over time, ensuring that all students are learning at high levels. It helps us monitor the eﬀectiveness and equity of our instructional system.

This indicator captures how students experience learning, including engagement, challenge, and relevance. It ensures that instruction is not only rigorous, but meaningful and responsive to student needs.

This indicator reﬂects whether students are prepared for success beyond graduation. It ensures that all students are equipped with the knowledge, skills, and experiences needed for their next step.

This indicator reﬂects the strength, stability, and ongoing development of our educators. It ensures that we are building and sustaining the instructional expertise needed to support high-quality learning for all students.

The key performance indicators outlined in the Teaching & Learning pathway establish the district’s intended measures of progress. As recommendations are implemented and systems mature, the speciﬁc data points, collection methods, and reporting measures may be reﬁned to ensure the most meaningful and accurate assessment of progress while remaining aligned to the intent of each indicator.

– 40 –

POSITIVE CULTURE & WELL-BEING The Positive Culture & Well-Being pathway is designed to cultivate an environment in which every student and staff member within Mariemont City Schools feels valued, connected, and supported to thrive. This pathway will guide districtwide efforts to strengthen staff culture and leadership, elevate student and family voice, expand positive behavioral systems, and promote global citizenship and mental health. Grounded in research showing that belonging and wellness directly influence engagement and achievement, the Positive Culture & Well-Being pathway aims to establish the relational foundations and inclusive spaces necessary for meaningful learning. By prioritizing well-being as a driver of academic and personal growth, this pathway will position Mariemont City Schools to enhance student success through a culture where individuals flourish collectively and individually.

– 41 –

STRATEGIC PATHWAY #2: POSITIVE CULTURE & WELL-BEING

STRATEGIC PATHWAY #2:

GUIDING QUESTIONS

These guiding questions clarify priorities, challenge our thinking, and keep the Positive Culture & Well-Being pathway aligned to its intended impact.

How can we cultivate a work environment that strengthens staff well-being, morale, and work-life balance? What structures support meaningful recognition, shared decision-making, and expanded leadership opportunities for all staff ?

How can student, family, and staff perspectives meaningfully shape a positive school culture? What opportunities enable students in each building to provide input and feedback, and how can stakeholder voice guide smooth transitions between grade levels or buildings?

How can our schools create environments where all students feel safe, welcome, included, and empowered? What recognition systems celebrate the whole child, and what improvements to physical spaces and safety practices ensure that belonging is visible and felt?

How can meaningful relationships between students and adults be ensured across all buildings? What training or resources do adults need to foster supportive connections, and what measures reveal whether students feel known, supported, and connected? How can extracurriculars and community partnerships expand these relationships?

How can positive behavioral norms and expectations be strengthened across grades K–12? What data systems monitor progress, guide adjustments, and celebrate growth? How can accountability be balanced with restorative practices that repair relationships and support learning?

How can students be prepared to navigate a diverse, interconnected world through global competencies and cultural awareness? What strategies best support mental health, positivity, and connectedness? What opportunities help students grow as global citizens who contribute both locally and globally in meaningful ways?

– 42 –

These high-level recommendations for the Positive Culture & Well-Being pathway translate its intent into focused areas for action. These recommendations are not intended to be exhaustive or prescriptive but, instead, provide direction for the work that will be further defined and implemented through the District Action Plan each year. Together, they help guide decision-making, align efforts across the system, and prioritize the work most likely to lead to meaningful, measurable progress.

Ensure Every Student is Connected to a Trusted Adult in the School Community

Strengthen Staff Capacity in Well-Being and Culture Practices

Design and sustain a comprehensive framework that continuously incorporates the voices of students, staff, families, and community members to inform and strengthen culture, relationships, and well-being across the district.

Create a cohesive K–12 system where every student is paired with a trusted adult to ensure consistent belonging and personalized support throughout their entire educational journey.

Develop and implement job-embedded professional learning that equips all staff with the skills to support student well-being and culture, including restorative practices, mental health literacy, cultural competency, and advocacy.

Promote and Prioritize a Stakeholder-Driven Culture

Promote Value and Inclusivity through Meaningful Recognition

Foster a Culture of Belonging and Representation

Build and implement a system of acknowledgment that honors the diverse contributions, growth, and inherent value of all staff and students.

Establish intentional practices and learning experiences that ensure all students feel seen, valued, and represented, resulting in strengthened peer connections across all schools.

Embed Purpose, Character, and Global Citizenship in the Student Experience

Integrate character development, service to others, and global citizenship into the core student experience with clear expectations and opportunities to prepare all students to contribute meaningfully beyond school.

– 43 –

Integrate Restorative Practices into a Unified K–12 System

Revamp existing PBIS structures into a K–12 restorative system that is part of the daily school schedule to embed mental health literacy, self-regulation practices, and reset times.

Create Aligned Systems to Monitor and Respond to Well-Being Needs

Develop data-informed systems that regularly assess student and staff well-being, allowing schools to proactively respond, adjust supports, and continuously improve culture and climate.

STRATEGIC PATHWAY #2: POSITIVE CULTURE & WELL-BEING

RECOMMENDATIONS

KEY PERFORMANCE INDICATORS These indicators provide a balanced view of progress by measuring outcomes, experiences, and system effectiveness. Together, they help ensure that our work within the Positive Culture & Well-Being pathway leads to meaningful and sustained impact.

Well-Being and Belonging

Student Connection and Engagement

Average score on an annual survey of students, staff, and families that measures wellness, sense of belonging, and perceptions of voice and support.

Percentage of students participating in at least one school-sponsored co-curricular or extra-curricular activity each year; percentage of students reporting consistent engagement with a trusted adult each year.

This indicator reﬂects the overall health of our school community and the extent to which students, staﬀ, and families feel valued and supported. It ensures that well-being and belonging remain central to the student and adult experience.

This indicator captures whether students are meaningfully connected to their school through involvement and relationships. It ensures that every student has access to a trusted adult.

Stakeholder Perception of Culture and Responsiveness

Behavioral Outcomes and Restorative Practices

Percentage of staff and community stakeholders reporting positive perceptions of school culture, restorative practices, and system responsiveness.

Total number of oﬃce referrals and exclusionary discipline incidents, percentage of incidents addressed through restorative interventions, and number of positive behavior recognitions each school year.

This indicator reflects how staff and community members experience the culture of the district and its responsiveness to needs and concerns. It ensures that our systems are not only well-designed, but experienced as supportive, consistent, and effective.

This indicator reﬂects both how student behavior is addressed and the overall balance between discipline and positive reinforcement. It ensures that our approach to behavior supports accountability, growth, and a positive school culture.

The key performance indicators outlined in the Positive Culture & Well-Being pathway establish the district’s intended measures of progress. As recommendations are implemented and systems mature, the speciﬁc data points, collection methods, and reporting measures may be reﬁned to ensure the most meaningful and accurate assessment of progress while remaining aligned to the intent of each indicator.

– 44 –

STRATEGIC PATHWAY #3: The Life & Leadership Readiness pathway is designed to cultivate students’ strengths through intentionally structured experiences that develop confidence, adaptability, and agency. Leveraging the expertise of staff, community partners, and alumni, this pathway aims to create authentic opportunities for students so they can acquire the skills necessary to navigate and lead. Informed by research on leadership development and experiential learning, the Life & Leadership Readiness pathway integrates systematic instruction with purposeful, real-world application. It also ensures that school environments and shared spaces visibly reinforce the leadership competencies students are expected to build. Through this approach, Mariemont City Schools is positioned to develop empowered learners who are prepared to contribute and lead in their communities and beyond.

– 45 –

STRATEGIC PATHWAY #3: LIFE & LEADERSHIP READINESS

LIFE & LEADERSHIP READINESS

GUIDING QUESTIONS

These guiding questions clarify priorities, challenge our thinking, and keep the Life & Leadership Readiness pathway aligned to its intended impact.

How should life and leadership readiness be defined across grades K–12, and what durable skills and characteristics are essential for students to adapt, contribute, and thrive in an evolving world?

What professional learning equips staff to model, teach, and assess leadership and life skills? How can environments be cultivated that encourage innovation, risk-taking, and student voice across varied learning experiences?

How can meaningful leadership opportunities be created across all grades, including athletics, activities, and extra-curriculars? What professional learning supports coaches and advisors, and how can students co-design aspects of their leadership journey?

What meaningful metrics beyond traditional academic assessments can measure and celebrate student growth in leadership, resilience, creativity, problem-solving, and other future-ready competencies?

How can a K–12 career education framework be developed to expose students to varied career fields and progressively build workforce skills? How can community partnerships expand mentorships, internships, and work-based learning, and what system will organize and sustain these connections? What role might micro-credentials, competency badges, seals, and the College & Career Planning Center play?

How can the school day and curriculum be structured to provide meaningful opportunities for project-based learning, collaboration, and real-world problem-solving? How can dedicated spaces be designed to support innovation and skill development?

– 46 –

RECOMMENDATIONS

Design a Comprehensive K–12 Leadership Development Program Develop and implement a vertically aligned framework that teaches all students to recognize and build leadership characteristics from early learning through graduation.

Expand and Align Co-Curricular and Extra-Curricular Leadership Opportunities Develop a unified framework across activities, arts, and athletics to intentionally build student leadership capacity, responsibility, and engagement.

Establish a Clear Progression of Career and Life Readiness Skills

Develop an Experiential Learning Scope and Sequence

Design Environments that Inspire Innovation and Engagement

Create a defined K–12 continuum of durable, career, and professional skills to prepare students for success in an evolving workforce.

Refine the structure of Warriors BEyond to follow a defined K–12 scope and sequence of real-world learning experiences aligned to student interests, future pathways, and life beyond high school graduation.

Evolve spaces and schedules to foster creativity, collaboration, entrepreneurship, and meaningful student engagement.

Establish Clear Ownership and Coordination of Life & Leadership Experiences

Activate Alumni and Community Networks to Support Students

Establish and nurture a robust network of alumni and community partners to provide mentorship, real-world connections, and ongoing investment in student success.

Build Leadership Capacity Across All Staff

Develop and implement structures that intentionally build leadership skills in all staff and create clear opportunities to lead, contribute, and influence the work of the school district.

– 47 –

Define roles, responsibilities, and structures to coordinate life & leadership opportunities across the district, ensuring consistent implementation, alignment, and long-term sustainability.

STRATEGIC PATHWAY #3: LIFE & LEADERSHIP READINESS

These high-level recommendations for the Life & Leadership Readiness pathway translate its intent into focused areas for action. These recommendations are not intended to be exhaustive or prescriptive but, instead, provide direction for the work that will be further defined and implemented through the District Action Plan each year. Together, they help guide decision-making, align efforts across the system, and prioritize the work most likely to lead to meaningful, measurable progress.

KEY PERFORMANCE INDICATORS These indicators provide a balanced view of progress by measuring outcomes, experiences, and system effectiveness. Together, they help ensure that our work within the Life & Leadership Readiness pathway leads to meaningful and sustained impact.

Experiential Learning Access and Participation

Community and Alumni Engagement

Student Career Readiness

Leadership Development Systems

Percentage of students participating in defined experiential learning opportunities each year, including mentorships and internships, and percentage of students with access to at least one authentic, real-world experience at each grade band.

Number of alumni and community members participating in district partnership opportunities annually and the number, types, and frequency of partnership events offered each year.

Percentage of students meeting grade-band career readiness benchmarks and College, Career, Workforce, and Military Readiness (CCWMR) indicators each year.

Percentage of co-curricular and extra-curricular clubs, programs, and teams implementing a defined leadership structure and using an approved framework for the selection of student leaders each year; percentage of advisors and coaches participating in leadership-focused professional development each year.

This indicator reﬂects whether students have access to meaningful, real-world learning experiences throughout their education. It ensures that learning extends beyond the classroom and prepares students for life beyond school.

This indicator reﬂects the strength of our connections with alumni and the broader community. It ensures that students beneﬁt from authentic relationships and real-world perspectives that enhance their learning and future readiness.

This indicator reﬂects students’ preparation for postsecondary pathways, including college, careers, and military service. It ensures that students are developing the skills, plans, and readiness needed for their next step.

This indicator reﬂects the consistency and quality of leadership development opportunities across student experiences. It ensures that students are intentionally developed as leaders through structured opportunities and aligned practices.

The key performance indicators outlined in the Life & Leadership Readiness pathway establish the district’s intended measures of progress. As recommendations are implemented and systems mature, the speciﬁc data points, collection methods, and reporting measures may be reﬁned to ensure the most meaningful and accurate assessment of progress while remaining aligned to the intent of each indicator.

– 48 –

FAMILY & COMMUNITY CONNECTIONS The Family & Community Connections pathway is designed to strengthen the relationships that sustain a vibrant and unified Mariemont City Schools community. By creating purposeful systems of communication, partnership, and belonging, this pathway aims to ensure that every family feels informed, valued, and connected. Research demonstrates that strong family engagement leads to stronger student outcomes, and the Family & Community Connections pathway is built to expand those opportunities. Through intentional practices that cultivate trust and collaboration at each stage of the educational journey, the pathway fosters an environment where all families are seen, supported, and meaningfully involved. These efforts are intended to deepen the shared pride and collective responsibility that anchor Mariemont City Schools in the heart of the community. – 49 –

STRATEGIC PATHWAY #4: FAMILY & COMMUNITY CONNECTIONS

STRATEGIC PATHWAY #4:

GUIDING QUESTIONS

These guiding questions clarify priorities, challenge our thinking, and keep the Family & Community Connections pathway aligned to its intended impact.

How can a consistent and comprehensive first-year experience be designed so new families feel welcomed, connected, and valued? What structures, such as a formalized first-year plan, communication touchpoints, or a district welcome center, can best build long-term trust and partnership?

How can student and family engagement be proactively strengthened, especially during critical transition years, to maintain high satisfaction and reinforce Mariemont City Schools as a top choice for families? What practices best support continuity and belonging?

How can clear, consistent, and accessible communication practices be established between teachers and families, particularly in grades 5–12? What communication supports help build trust and reinforce learning across diverse family needs?

How can expectations for communication frequency and tone be clarified while reducing platform overload? In what ways can AI, multimedia tools, and emerging technologies make communication more personalized, timely, and accessible? How might tools such as chatbots, video tutorials, or automated systems enhance customer service and simplify processes?

What opportunities can connect younger and older students to strengthen a shared sense of identity, community, and belonging? How might grade-level partnerships balance symbolic traditions with purposeful, developmentally appropriate mentoring experiences?

How can communication partnerships with realtors, property owners, village leaders, and community organizations be strengthened to welcome new families and maintain strong relationships with current ones? What structures can formalize these partnerships and expand them into mentorship, experiential learning, or community service opportunities?

– 50 –

These high-level recommendations for the Family & Community Connections pathway translate its intent into focused areas for action. These recommendations are not intended to be exhaustive or prescriptive but, instead, provide direction for the work that will be further defined and implemented through the District Action Plan each year. Together, they help guide decision-making, align efforts across the system, and prioritize the work most likely to lead to meaningful, measurable progress.

Design a Seamless and Welcoming Family Entry Experience

Establish a cohesive, districtwide onboarding system grounded in a first impression framework. Include a centralized virtual welcome center and aligned touchpoints to ensure every family experiences a clear, personalized, and supportive transition from first contact through the enrollment process and beyond.

Build a Connected and Supportive Family Network Create intentional structures that connect families to one another and to the school community, including a tiered family mentorship program that provides support ranging from initial check-ins to sustained connections.

Establish Clear and Consistent Communication Practices Across Grade Levels

Streamline District Communication and Strengthen Engagement

Define and implement expectations for teacher-family communication that promote clarity, consistency, and trust across all grade levels throughout the district, while providing meaningful opportunities for families to engage and provide feedback.

Streamline district communication platforms to create a simpler, unified experience for families, reducing confusion and making it easier to access information and stay connected.

Modernize Communication and Access Through Technology and Innovation

Strengthen School–Family Partnerships Through Learning and Engagement

Empower Students and Community Members as Ambassadors of Connection and Pride

Cultivate and Align Community Partnerships to Support Learning and Connection

Implement a technologyenhanced communication ecosystem that leverages AI, multimedia tools, and accessible platforms and streamlines access to district information and services through automated supports, video resources, and digital assistants.

Provide structured opportunities for families to build knowledge and engage more deeply in the academic program by offering regular, accessible learning experiences in both in-person and virtual formats.

Develop students, families, and community leaders as visible champions through coherent initiatives that build connection, ease transitions across grade levels, and foster a shared sense of identity and pride.

Engage families, local leaders, businesses, organizations, and realtors as active partners who both promote the district and expand access to local expertise, resources, and real-world learning and service opportunities.

– 51 –

STRATEGIC PATHWAY #4: FAMILY & COMMUNITY CONNECTIONS

RECOMMENDATIONS

KEY PERFORMANCE INDICATORS These indicators provide a balanced view of progress by measuring outcomes, experiences, and system effectiveness. Together, they help ensure that our work within the Family & Community Connections pathway leads to meaningful and sustained impact.

New Family Onboarding and Connection Percentage of new families participating in the family mentorship program, percentage of new families reporting a positive sense of belonging after their first year, and the number of unique visits to the district’s virtual welcome center each year. This indicator reflects how effectively new families are welcomed, connected, and supported in their first year. It ensures that strong relationships and a sense of belonging are established from the start.

Family Communication Experience

Stakeholder Engagement and Communication Utilization

Percentage of families reporting that communication from teachers and schools is clear, timely, and helpful, based on annual survey results.

Percentage of stakeholders engaging with district communication tools and opportunities, including portal access, message engagement, and participation in school events and programs.

Student Sense of Belonging Average score on student survey items measuring sense of belonging, with specific analysis of students not participating in school-sponsored co/extra-curricular or opt-in activities. This indicator reﬂects whether all students feel a sense of belonging, particularly those not involved in traditional activities. It ensures that belonging is experienced broadly and not limited to speciﬁc groups of students.

This indicator reﬂects the clarity, timeliness, and usefulness of communication between schools and families. It ensures that families are well-informed and able to eﬀectively support their child’s experience.

This indicator reﬂects how stakeholders interact with and utilize communication tools and engagement opportunities. It ensures that systems designed to connect and inform families are accessible, eﬀective, and widely used.

The key performance indicators outlined in the Family & Community Connections pathway establish the district’s intended measures of progress. As recommendations are implemented and systems mature, the speciﬁc data points, collection methods, and reporting measures may be reﬁned to ensure the most meaningful and accurate assessment of progress while remaining aligned to the intent of each indicator.

– 52 –

This glossary defines key terms used throughout the Destination NEXT strategic plan. These terms reflect the district’s shared language and priorities for teaching, learning, culture, and community.

Advanced Placement (AP) College-level courses offered in high school that may yield college credit based on exam performance.

College Credit Plus (CCP) An Ohio program allowing students to earn college credit while in high school.

AI Chatbot An artificial intelligence-powered tool that provides 24/7 responses to common questions and helps users navigate resources and services.

College, Career, Workforce, and Military Readiness (CCWMR) An Ohio measure of how well graduates are prepared for postsecondary pathways based on defined readiness indicators.

AI Literacy The ability to understand, use, and critically evaluate artificial intelligence tools and their impact. AI-Specific Skills Skills used to develop or apply artificial intelligence, including coding, data analysis, and use of AI-powered tools. Analytical Thinking The ability to break down complex ideas or problems into parts to support understanding and decision-making. Artificial Intelligence (AI) A field of computer science focused on creating systems that perform tasks simulating human intelligence. Assessment Practices Methods used to measure and monitor student learning, including formative and summative approaches. Authentic Learning Learning that emphasizes meaningful application of knowledge and skills in real or complex contexts. College and Career Readiness A student’s preparedness to succeed in postsecondary education, careers, and life beyond high school.

Collaboration (Professional Collaboration) Structured opportunities for educators to work together to improve instruction and outcomes. Communication Ecosystem A coordinated system of tools, platforms, and practices used to deliver clear and consistent communication. Co-Curricular Structured experiences that complement academic learning and support student development. Course Proposal Process A formal system for developing and approving new or revised courses. Deeper Thinking Learning that requires analysis, evaluation, problem-solving, and creation beyond recall. Digital Citizenship Responsible and ethical use of technology, including safe and constructive participation in digital spaces. Differentiated Career Pathways Opportunities for educators to grow into varied roles based on strengths and interests.

– 53 –

GLOSSARY

Durable Skills Transferable human skills such as communication, collaboration, adaptability, and problem-solving.

Flexible Learning Pathways Multiple ways for students to access content, progress, and demonstrate learning.

Educator Capacity The ability of staff to design and deliver effective, high-quality instruction.

Future-Ready Skills Skills needed for success beyond school, including critical thinking, creativity, and technological literacy.

Educator Retention The percentage of staff who remain employed in the district over time.

Global Citizenship Preparation to contribute responsibly to a diverse and interconnected world.

Educator Pipeline A system for recruiting, developing, and retaining high-quality educators.

Global Competencies Skills needed to engage in a global society. Grading Practices Systems used to communicate student learning, ideally aligned to standards and mastery.

Emerging Fields New and evolving areas of study and careers shaped by societal and technological change.

Human-Centered Skills Skills such as empathy, communication, and ethical decision-making essential in a technology-driven world.

Emotional Intelligence The ability to manage your own emotions and understand the emotions of people around you.

Industry Credentials Certifications demonstrating readiness for specific careers or technical fields.

Engagement The level of student interest, participation, and cognitive involvement in learning.

Interdisciplinary Learning Learning that connects multiple subject areas to deepen understanding.

Ethical Use of Technology Using digital tools responsibly with awareness of impact on others.

Key Performance Indicator (KPI) A measurable outcome used to track progress toward strategic goals.

Evidence-Based Practices Strategies supported by research demonstrating effectiveness in improving outcomes.

Mastery of Content and Skills Demonstrating deep understanding before progressing to new learning.

First Impression Framework A districtwide approach ensuring welcoming, consistent experiences for families.

– 54 –

Meaningful Recognition Acknowledgment systems that celebrate growth, character, and the whole person.

Professional Learning Ongoing opportunities for educators to improve knowledge and practice.

Media Discernment The ability to evaluate the credibility and bias of information sources.

Real-World Application Learning connected to authentic situations beyond the classroom.

Mental Health Conditions Conditions that affect thoughts, emotions, or behavior and impact well-being.

Relevance of Learning The extent to which learning connects to students’ lives and future goals.

Mental Health Literacy The ability to recognize, understand, and manage the emotional well-being of self and others.

Research-Based Practices Instructional approaches supported by educational research.

PBIS (Positive Behavioral Interventions and Supports) An evidence-based tiered framework for supporting students’ behavioral, academic, social, emotional, and mental health. Performance Index A measure combining student achievement across performance levels on state assessments. Personalized Learning An approach that adapts content, pace, and supports to meet individual needs. Postsecondary Enrollment and Persistence Students enrolling in and continuing education or training after high school. Proficiency Meeting or exceeding academic standards on assessments.

Reset Times Designated times or spaces for emotional regulation and recalibration. Restorative Practices/Interventions A framework that centers relationships, community, and accountability, aiming to prevent conflict and repair harm when it happens. Review Cycles Structured processes for evaluating and updating curriculum and programs. Science of Learning A body of research that helps educators understand how students learn best and identifies instructional practices that improve learning, retention, engagement, and transfer knowledge. Science of Reading A body of research that explains how students learn to read and informs evidence-based literacy instruction that develops proficient, confident readers through explicit teaching of foundational skills, language comprehension, and meaningful engagement with text. – 55 –

GLOSSARY

Onboarding Residency A structured induction process supporting new educators through mentorship and gradual responsibility.

SWOC/T Analysis An analysis conducted for each Strategic Pathway that identifies the school district’s strengths, weaknesses, opportunities, and challenges/threats.

Self-Driven Learning An approach where learners take ownership of their learning process. Self-Regulation Strategies that help individuals manage emotions and behavior.

Transition Years Key grade levels where students move between schools or buildings.

Stakeholder-Driven Culture A system that uses input from students, staff, families, and community to guide decisions.

Trend Analysis Examining data over time to identify patterns and changes.

Student Agency Students actively shaping their learning through choice and ownership.

Trusted Adult A designated staff member who ensures a student feels supported and connected.

Student-Centered Learning Instruction designed around student needs, interests, and experiences.

Value-Added Measures Data reflecting student academic growth from one year to the next.

Student Growth Progress a student makes over time regardless of starting point.

Workforce Skills A set of essential, transferable skills that help students succeed in college, careers, and life.

– 56 –

– 57 –

GLOSSARY

MARIEMONT CITY SCHOOL DISTRICT 2 Warrior Way Cincinnati, Ohio 45227 Phone: 513-272-7500

MARIEMONT HIGH SCHOOL

1 Warrior Way Cincinnati, Ohio 45227 Phone: 513-272-7600

MARIEMONT JUNIOR HIGH SCHOOL 3847 Southern Avenue Cincinnati, Ohio 45227 Phone: 513-272-7300

MARIEMONT ELEMENTARY SCHOOL

TERRACE PARK ELEMENTARY SCHOOL

6750 Wooster Pike 723 Elm Avenue Cincinnati, Ohio 45227 Terrace Park, Ohio 45174 Phone: 513-272-7400 Phone: 513-272-7700

W W W. M A R I E M O N T S C H O O L S . O R G