Academic Excellence: know what students are learning and respond sooner

Families will receive one assessment calendar and a plain-language guide explaining why district and state assessments are given, when they happen, and how the results are used. Students will review their own growth after fall and winter benchmark testing instead of simply receiving a score with no follow-up.

Teachers who teach similar subjects will use Professional Learning Community time, commonly called PLC time, to review student work and decide what to do next. PLCs are teacher teams asking: What should students learn? Did they learn it? Who needs more help or more challenge? Each team will complete one student-learning cycle per semester.

The district will also strengthen its Multi-Tiered System of Supports, or MTSS - the process for noticing when a student is struggling, providing help, and checking whether it works. Grades, attendance, behavior, and available assessment information will be reviewed every 4.5 weeks. Formal extra support will include a specific intervention, a responsible staff member, a short-term goal, and a review date.

Student Supports: help students stay on track and give them a voice

The Student Services team will use a clear coverage map and annual calendar so major responsibilities are assigned. Every senior will receive a documented credit review in September and February. Before graduation, the district will also document completion of the financial-aid process or the family's decision not to participate.

Students will have more structured ways to be heard. The district will hold one listening session each semester, complete one short survey, and implement or pilot at least one realistic student-generated idea by May 31. The district will then report what action was taken.

Professional Excellence: give educators feedback they can use

Each PLC will receive a short written feedback note once each semester identifying one strength and one practical next step. Common needs across teacher teams will help shape professional learning for FY28. The purpose is not more paperwork; it is better support for better instruction.

Communication and Community Engagement: show the work

Oiler Nation should not have to sort through technical reports to understand district decisions. EAWR will publish at least three public progress updates covering academics, finances, operations, and student support. Each will explain what the information shows, why it matters, and what comes next.

The tentative budget, amended budget, and year-end financial position will be summarized in plain language. At least six spotlights will feature students, staff, programs, activities, athletics, or partnerships. Major facility projects will receive updates, followed by a year-end recap by June 15.

Financial Excellence: protect stability while investing carefully

The district will complete and reconcile the Board-authorized $1.4 million transfer from Working Cash to Operations and Maintenance. Revenue, spending, and cash will be reviewed monthly, with a Board.

The Education Fund's ending reserve will remain at or above 40% of one year's Education Fund spending. This financial cushion helps manage delayed revenue, unexpected costs, and future needs without sudden cuts. Capital spending will remain limited to approved FY27 projects, and the district will update its three-year financial projection for FY28 planning.

Operational Excellence: plan for buildings and technology before needs become emergencies

The district will maintain a five-year facilities list showing each project's priority, estimated cost, funding source, target year, and status. Active projects will be tracked against budget and schedule, including unfinished punch-list items.

Technology planning will follow the same long-range approach. By January 31, an inventory will show the age and support status of major equipment. A three-year replacement plan will identify priorities, costs, funding sources, and sustainability considerations. Administrators will review it by March 31, and the Board will receive it by June 30.

The district mission brought to life

The plan also puts EAWR's mission into action: providing an inclusive environment that empowers the school community with opportunities to achieve personal success. The words displayed across the district - FAMILY, INCLUSIVE, EMPOWER, OPPORTUNITY, and SUCCESS - are not separate from the strategic plan. They are the standard the work should meet.

FAMILY means sharing responsibility for students.

INCLUSIVE means every student is known, valued, and supported.

EMPOWER means giving students and staff ownership of growth.

OPPORTUNITY means providing meaningful paths to learn, participate, and prepare for the future.

SUCCESS means measuring whether the work is making a difference.

What Oiler Nation can expect

By the end of FY27, the community should see real evidence: an assessment calendar , teacher-team learning cycles, a consistent support process, senior credit reviews, student listening sessions, continued public updates, financial reports, and long-range building and technology plans.

Some work will be visible early, while other results will take the full year. Because each goal has a leader, timeline, and measurable outcome, the district can report what is complete, what remains underway, and what may need to change.

The FY27 plan is a focused roadmap for improving learning, supporting the whole student, helping staff grow, communicating clearly, protecting financial stability, and planning ahead. Together, those priorities create more opportunities for every student to achieve personal success.