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Olympia School District

Creating opportunities and shaping success for all students

Superintendent Goals

Superintendent Goals 2025/26

While the Monitoring Reports remain as the comprehensive documentation of the district’s progress on its improvement plan and thus the superintendent’s goals from year to year, there are other areas that I will magnify and bring to the forefront for closer examination.

  • Goal Type Goal Language Notes

    Academic Goal

    The Olympia School District will be in at least the 51st percentile or higher in all demographic categories for median growth percentile district wide and a 5 or higher in all Student Growth Deciles by demographic category by school.

    While the Olympia School District has a higher graduation rate and a higher percentage of students meeting standards on the SBA than the state average, we need to ensure that wherever students are performing, we are adding value and growing students academically from year to year.

    SEL Goal

    Panorama: Sense of Belonging: Across all demographic areas, at least 65% of elementary students and 55% of secondary students will respond favorably.

    Research consistently shows that students who have a strong sense of belonging in school perform better academically. They develop a greater understanding of ownership over their learning and are more resilient in the face of academic struggles.

    Organizational Goal

    Create an Experiential Learning Plan to offer more diverse learning and credit opportunities, as outlined in the Long-Term Facilities Planning Committee's work for 2024-2025. The plan will be crafted with a committee of key constituents and presented to the board by the end of June 2026.

    Outdoor Learning is a key characteristic and value of the Olympia School District. Programs like the Farm need to be supported and grown using ORLA as the HUB and programs across the district as spokes. Other opportunities include partnering with the state government, the Squaxin tribe, and the healthcare sector to create meaningful learning pathways for future graduates.

    Fiscal Goal

    Present a budget for 2026-27 that projects a minimum 4.7% ending fund balance.

    The 2025-26 school year will be the first of a three-year plan to achieve a 7% ending fund balance by the 2028-29 school year. 7% matches the anticipated funds necessary to cover one month’s payroll.

  • The Olympia School District outperforms the state average in most areas that have traditionally been used to measure school district success. We have higher test scores, higher graduation rates, higher attendance and lower discipline rates than state averages. The Washington School Improvement Framework provides a deeper dive into how school districts compare in terms of student growth. While meeting standards or proficiency is essential, it’s even more important to know how much a student grows academically over time. A student may be very low and make significant gains, but not meet the standard. A student may already be meeting standards, but stagnating in their academic growth. Below are new tables that show how our students perform compared to the rest of the state in grades 3 through 8. A median growth percentile of 54 means that all students in Olympia grew at a rate higher than the state average, which is 50. Our goal is to be in the 60th percentile for all students across all demographic areas. Schools use the individual school data (provided) to monitor their areas for growth within their schools.

     

    2024 Student Growth ELA, MATH - By Elementary School and Demographic*
      BHES CES GES HES LPBES LES MES McKES McLES PES RES
    All 6, 3 2, 1 3, 2 3, 3 9, 8 6, 5 7, 2 10, 8 3, 3 2, 2 7, 7
    Hispanic   1, 1 2, 1 1, 1 5, 5   2, 1 4, 3 1, 4 1, 1 4, 3
    White 5, 3 1, 1 3, 2 3, 4 9, 8 7, 6 5, 3 10, 8 3, 3 4, 2 7, 8
    Asian   4, 1   3, 8         10, 10   10, 7
    Black                      
    2 or More   3, 3 2, 2 4, 4 1, 6     9, 6 7, 3 8, 9 10, 5
    SPED 1, 3 3, 1 1, 1 1, 1 1, 8 6, 3 3, 2 6, 6 3, 7 7, 2 6, 7
    LI 6, 3 1, 1 1, 1 2, 2 7, 7 2, 1 1, 3 8, 7 2, 3 9, 8 4, 1

     

    *Blank cell means “n” was too small to count due to being unidentifiable.

     

    2024 Student Growth ELA, Math - By Middle School and Demographic*
      JMS RMS TMMS WMS
    All 10, 10 9, 9 9, 9 7, 9
    Hispanic 10, 8 6, 9 7, 10 5, 9
    White 10, 10 9, 8 9, 8 8, 9
    Asian 10, 10 10, 10 10, 6 9, 10
    Black 9, 9   4, 9 10, 9
    2 or More 9, 10 5, 8 10, 10 7, 9
    SPED 5, 2 5, 5 2, 7 6, 7
    LI 8, 8 6, 9 8, 9 6, 8

     

    *Blank cell means “n” was too small to count due to being unidentifiable.

     

    The ELA Growth Measure is based on the two-year median growth percentile in English Language Arts.

     

    Median SGP Score
    ≥ 60.5 10
    57.0-60.4 9
    54.5-56.9 8
    52.5-54.4 7
    50.5-52.4 6
    48.5-50.4 5
    46.0-48.4 4
    44.0-45.9 3
    40.0-43.9 2
    < 40.0 1

     

    The Math Growth Measure is based on the two-year median growth percentile in mathematics.

  • A strong sense of belonging at school is crucial for academic achievement. Students who feel connected, valued, and supported by their school community are more likely to be engaged in their studies, motivated to learn, and successful in their academic pursuits. Conversely, a lack of belonging can lead to disengagement, decreased motivation, and lower academic performance.

     

    Over the last couple of years, our schools have focused on strengthening students' overall sense of belonging in their schools, as measured by the Panorama survey in both the fall and spring. Elementary schools have performed better than secondary schools in this area, a trend that appears to be consistent nationally when examining the norms. At the same time, secondary positive reporting has increased by 10 percentage points since 2021, while elementary positive reporting has decreased by 10 % points during the same time frame. Our goal is to support principals in their SIPS to ensure that, across all demographic areas, at least 65% of elementary students and 55% of secondary students will respond favorably to sense of belonging questions.

  • The Olympia School District’s Long-Range Facilities Master Plan 2025–2035 was developed through an extensive planning and engagement process from October 2024 to May 2025, facilitated by Integrus Architecture. A 40-member Long Range Facilities Master Planning Advisory Committee—representing schools, neighborhoods, and partner organizations—met eleven times and conducted site tours to evaluate current facilities and consider future needs. The committee examined enrollment trends and school space, identifying excess capacity coupled with shifting demographics as an opportunity to reimagine program offerings and facility utilization. Ideas discussed included secondary school innovation through microschools and career pathways, such as P-TECH partnerships in healthcare and environmental sciences; civic engagement academies leveraging proximity to state government; enhanced STEM, arts, and environmental education at the elementary and middle school levels; and expanded facilities and services for special education and multilingual learners. The district’s partnership strategy builds on collaboration with the City of Olympia, higher education institutions, healthcare providers, and the business community to provide joint-use facilities, internship programs, and community-based learning opportunities. Building on the work of this committee and the creation of this plan, I aim to develop an Experiential Learning Plan that offers more diverse learning and credit opportunities. The plan will be created in collaboration with a committee of key stakeholders, with a focus on staff and students, and presented to the board by the end of June 2026. Facility use planning will also entail a look into school boundaries and catchment areas in 2025-26.

  • The Superintendent will bring a budget proposal to the board in the spring of 2026 for the 2026-27 school year that will have a projected ending fund balance of 4.7% of the previous year’s expenditures or approximately $8.9 million. This amount will be equivalent to reaching one-third of the 7% target for the 2028-29 school year budget, or approximately one month’s payroll (see chart below). This will be achieved through immediate steps, such as a modified hiring and travel freeze for the 2025-2026 school year, and by a combination of other reductions and revenue enhancements. For the 26-27 school year, beginning with the district office, we will continue to right-size based on enrollment (see revised enrollment projections below), while lobbying the legislature. We will more closely examine our subscriptions and fees, and adjust the ratios that drive our staffing allocations across all areas (certified, classified, and administrative), as needed. We will revise our budget survey based on other models that have proven effective.

     

    General Fund 2024-25 Budget 2024-25 Updated Projected 2025-26 Budget 2026-27 Budget 2027-28 Budget 2028-29 Budget
    Beginning Fund Balance 9,591,000 10,186,000 7,539,000 6,586,000 8,937,000 11,306,000
    + Revenues 179,565,000 170,947,000 189,196,000 195,619,000 200,019,000 203,786,000
    - Expenditures 181,276,000 173,594,000 190,149,000 197,030,000 199,931,000 202,669,000
    - Expenditure Cuts 0 0 0 -3,761,000 -2,280,000 -1,412,000
    = Ending Fund Balance $7,880,000 $7,539,000 $6,586,000 $8,936,000 $11,305,000 $13,835,000
    Fund Balance % 4.30% 4.30% 3.63% 4.70% 5.85% 7.00%

     

     

    General Fund 2024-25 Budget 2024-25 Updated Projected 2025-26 Budget 2026-27 Budget 2027-28 Budget 2028-29 Budget
    Beginning Fund Balance 9,591,000 10,186,000 7,539,000 6,586,000 8,937,000 11,306,000
    + Revenues 179,565,000 170,947,000 189,196,000 195,619,000 200,019,000 203,786,000
    - Expenditures 181,276,000 173,594,000 190,149,000 193,269,000 197,651,000 201,257,000
    = Ending Fund Balance $7,880,000 $7,539,000 $6,586,000 $8,936,000 $11,305,000 $13,835,000
    Fund Balance % 4.30% 4.30% 3.63% 4.70% 5.85% 7.00%

     


    Expenditure Cuts are cumulative. For example, the $3.7 million in cuts for the 2026-27 budget will continue to be implemented in subsequent years.

     

    NEW DRAFT ENROLLMENT PROJECTION ANALYSIS BY BERK CONSULTING

    Projected District Enrollment
    Grade 2025-26 2026-27 2027-28 2028-29 2029-30 2030-31 2031-32 2032-33 2033-34
    K 535 553 536 489 502 499 488 476 464
    1st 572 556 575 557 508 522 519 507 495
    2nd 626 593 576 596 577 527 541 538 526
    3rd 648 641 607 590 610 591 539 554 551
    4th 699 662 655 620 603 624 604 551 566
    5th 691 715 678 670 635 617 638 618 564
    6th 737 711 735 696 689 652 634 656 635
    7th 730 758 731 756 716 708 670 652 674
    8th 778 738 766 739 764 724 717 678 659
    9th 875 943 895 929 896 926 878 869 822
    10th 907 878 946 897 931 898 929 880 871
    11th 870 855 827 891 845 877 846 875 829
    12th 801 822 808 781 841 799 829 799 827
    Total (K-12) 9,470 9,425 9,333 9,211 9,118 8,965 8,832 8,653 8,483

     

    These new draft projections mark an increase of approximately 270 more students per year over the next three years compared to our last enrollment projection analysis by FLO Analytics.

     

OTHER KEY INITIATIVES

LEGISLATIVE ACTION

With the departure of our longstanding legislative chair, we will need to onboard the next legislative liaison thoughtfully. We were fortunate in K-12 and OSD to receive the additional funding that we did in the 2025 session. Our strategy this year will need to continue our advocacy for what we need to serve our students and families best. And at the same time, recognize the fiscal constraints placed on the legislature. It may be necessary to advocate for sustainability goals during the upcoming session. That being said, some initial draft priority language includes recognizing the significant financial challenges facing our state. School districts across Washington, including those in Olympia, face growing uncertainty as federal relief funds have expired and inflationary pressures persist. While our need for adequate funding for the big three areas of Special Education, MSOC, and transportation remains, we understand that in this landscape, it may be more pragmatic to ask the Legislature to maintain its commitment to K-12 education funding while providing greater flexibility wherever possible. This will help districts preserve staffing levels and maintain meaningful, student-centered services. Areas to advocate for include:

 

  • The state's three professional development days for certificated instructional staff are part of basic education. These days are critical.
  • NBCT bonuses. Teachers who pursue this rigorous certification demonstrate exceptional commitment to their craft and to our students. Preserving this incentive honors their dedication and supports teacher retention and the quality of instruction.
  • Free breakfast and lunch are essential for student well-being and academic success. As families come to rely on expanded eligibility for meals under HB 1238, the state needs to maintain funding to ensure that no child goes hungry at school.

 

We need more flexibility in areas such as K–3 Class Size Compliance, a rolling three-year average FTE for districts experiencing declining enrollment would help prevent massive swings in funding that are difficult for districts to navigate. We need to reevaluate the funding split for Running Start as the funding amount does not provide services equal to what our students receive in our system.

 

We must do this while simultaneously pushing on the big three and full funding for Special Education, MSOC, and Transportation. We need to remind the legislature of the lack of financing for substitute costs and remind them that investments in early learning yield the best return on investment, supporting a better economic future.

COMMUNICATIONS AUDIT RECOMMENDATIONS

Below is a list of key objectives that our communication team intends to implement this school year, after our 2025 Communications Audit.

  • Improve user experience by adopting a modern, intuitive and accessible website Content Management System (CMS).

     

    Conduct stakeholder surveys to gather input on website needs.

    • Partner with a CMS vendor experienced in K–12 websites.
    • Ensure ADA compliance, mobile responsiveness and translation options in all design elements.
    • Ask OSD Web Techs and Principals to review their school websites and identify pages that are outdated or no longer needed for removal.
    • Consider utilizing heat mapping to understand and tailor page design to user behavior.
    • Pilot the new design with a small group of schools before rolling it out fully.

     

    Make content easier to find and manage across all school sites.

    • Create standardized navigation and homepage templates for all schools.
    • Develop a digital style guide for content contributors.
    • Provide CMS training for Web Techs and Editors at each school and district department.

  • Establish clear, consistent protocols for internal and external communication.

    • Develop a district-wide communications handbook and/or document that outlines guidelines for tone, branding, timelines, and approvals.
    • Create templates for common communications (family messaging, press releases, newsletters, announcements, etc.).
    • Continue to remind staff of our Communications email (communications@osd.wednet.edu) for questions, feedback or suggestions.

     

    Ensure school-level communications align with district standards.

    • Offer annual training sessions for school front office professionals, principals and staff responsible for communication.
    • Establish a peer review or feedback process to support quality control.
    • Launch an intranet page and/or include reminders in The Scoop for sharing best practices and updates.

  • Collaborate with district leadership/departments to ensure communications reflect and support our OSD Student Outcomes.

    • Host annual planning meeting with district leaders to align communication priorities.
    • Create message maps connecting district goals to communication themes.
    • Develop a content calendar aligned with district milestones, events and initiatives.
    • Review and revise communications annually to reflect updates to Student Outcomes.

     

    Embed the six Student Outcomes into district-wide messaging.

    • Highlight student outcome success stories in the monthly Spotlight on Success newsletter, social media and on the website.
    • Train school-based communicators (administrators, front office staff and teachers) on integrating outcomes into their messaging.

CAPITAL TECHNOLOGY AND SAFETY LEVY

This ballot measure is critical to preparing our students for their future. While we have historically received great electoral support, we can never take that for granted. We will be able to maintain our tax rates at a consistent level overall, while slightly increasing this levy to meet the ever-growing needs of our students and faculty. A strong communications plan that clearly outlines the rationale and purpose of this levy, created by a committee of key constituents, is essential for passage in February 2026.

SAFETY PROCEDURES FOR POLICY 4311

I intend to bring the Safety Policy to the Student Leadership Advisory Council (SLAC) this year at a preliminary meeting and then a full-day session using funds from the UW/Harborview Cohort that will include a deeper dive into holistic measures for school safety. Drafting a procedure to accompany our policy will be part of that work.