The S-PAC is a willing coalition of district leaders, teachers, parents, and interested community members who meet monthly to review progress and provide feedback on action steps within the EGSD Strategic Plan. Below is a summary of work completed during SY25-26.

Strategic Plan Advisory Committee (S-PAC): Overview of progress in 2025-2026

1. Academic Success & Student Achievement: This was a challenging year. The group acknowledged feeling overwhelmed by the scope of the goal. Despite that, meaningful groundwork was laid down. Data digs were conducted across all buildings using state and local assessments. A math committee was formed to evaluate the current program, and work began on a math instructional vision. A notable win was a 24-point increase on the TLCC survey around teachers feeling prepared to use student data for instruction. Looking ahead, the group wants to narrow the focus to one actionable thing, build collective efficacy around a clear growth goal, and move together district wide.

2. Expanded Learning Opportunities & College/Career Readiness: Strong results here. The team built a district-wide spreadsheet inventorying programs and partnerships PK–12, and saw real gains: 5% more juniors participated in internships year-over-year, 14% more juniors/seniors took dual enrollment classes, 100% of seniors had college/career conversations with counselors, and three-quarters of schools established at least one new business partnership. The main challenge was keeping momentum with rotating subgroup members. Year 3 focus is finishing and communicating the spreadsheet and expanding community PR and partnerships.

3. Attendance & Chronic Absenteeism: A clear success story. The district set a goal of reducing chronic absenteeism below 28%, and as of May 2026 had brought the rate down to approximately 22%, down from 33% the prior school year. Data tracking practices are becoming more consistent across buildings. Year 3 will focus on interpreting the CSCI survey data to better understand student belonging and relationships, which likely underlie attendance patterns.

4. Staff Recruitment, Retention & Wellbeing: Solid progress on the "people" side of the house. The team strengthened salary schedules, created or cleaned up employee handbooks and benefit guides, completed a housing survey, launched in-person onboarding, and implemented mid-year check-ins for classified staff. The professional climate survey rose 6% over two years, and 95% of teachers say East Grand is a good place to work. The emerging priority is workforce housing — understanding options, resources, and how to support staff with long-term financial planning (including PERA).

5. Professional Learning: The team gathered focus group data from nearly 90% of staff to identify district-wide professional learning needs. Top priorities that emerged: multilingual learner (ML) support, job-embedded learning, differentiation for Tier 1 instruction, and curriculum needs (especially math). The district logged approximately 24 hours of district/school-led PD for all teachers, andK–3 teachers received roughly 120 minutes/month of coaching. Quality ratings from participants were positive (3.9–4.0 out of 5). The TLCC data related to professional development for the instructional staff increased 11 points, though overall PD satisfaction dipped 9 points, a tension to address. Year 3 will focus on a more aligned, job-embedded professional learning plan with expanded coaching.

Overall Takeaway: Year 2 was a year of building systems and gathering baseline data more than achieving dramatic outcomes, with the notable exception of chronic absenteeism, which saw remarkable improvement. The common thread across priorities is a need to move from broad goal setting toward focused, actionable, school-level implementation in Year 3.