Goal 2: Create a Safe and Healthy Learning Environment for Each Student by Building a Culture of Equity and a Positive Climate That Promotes Excellence Throughout the District

March 29, 2016

Goal Two: Building a Culture of Equity 2

Goal 2

Create a safe and healthy learning environment for each student by building a culture of equity and a

positive climate that promotes excellence throughout the district

Goal Two: Building a Culture of Equity 3

Integrating Work With Site Plans

Creation of a parallel process with sites for development of their plans/goals based on each of the LCAP goals.

Gathering of information from Goal 2 among departments and with sites using two guiding questions:

What can central office divisions/departments/schools do to create a safe and healthy learning environment for each student by building a culture of equity and a positive climate that promotes excellence throughout the district?

What ideas do you have that would help build a positive climate and a culture of equity across the district/your department/your school?

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LCAP Goal 2 Objectives 2.1 - District base program ensures a safe and

healthy learning environment for all students

2.2 - Supplemental staff and services ensure a safe and healthy learning environment for all students

2.3 - Systemic support for all students to build a culture of equity

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2.1 - District base program ensures a safe and healthy learning environment for all students

All students have access to trained staff

to support their psychological and

medical needs, including FY, LI, EL,

SWD

Administrative professional

development reduce suspension/expulsion

rates increase attendance and graduation rates

Increase positive student culture and climate

through ASB sponsored clubs, athletics, services,

and supplies

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San Diego County’s Behavioral Health Services Unit

• Mental health support for district students

Re-establish ASB Presidents’ Council

• Guidance on the benefits of student clubs and organizations

Training for administrators:

• student discipline

• improving student attendance

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2.1 - Support a safe and secure campus, maintain clean and safe school campuses

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Optimal learning

environment for students and

staff

Restorative Justice,

Restorative Practices training

Equity and climate assessments

Training for staff to support student articulations as a

way to build school

climate/culture

An Equity, Culture, and Support Services webpage will feature

best practices

local and national stories of interest

district equity

supports and

services

parent workshops

community and school

events

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Grants and Communication Department will continue to maintain the district:

• Facebook

• Twitter sites

• district website,

• distribute a monthly electronic newsletter for district stakeholders

• publicize community events

• periodically review site websites for content

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Targeted and focused professional development for after school staff regarding strategies for

working with diverse student groups

Equity, Culture, and Support Services staff will conduct periodic reviews of curricular and

instructional material for diverse representation and inclusion

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2.2 - Supplemental staff and services ensure a safe and healthy learning environment for all students

Teaching and Learning Division:

• has placement guides for English Learners

• maintains academic information and resources for teachers, school staff, and parents

• Collaborates with SDSU to provide ELD training and teacher certification

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2.3 - Systemic support for all students to build a culture of equity:Provide training for site personnel to appropriately respond to students in

crisis, mental health needs, conflict resolution referrals, victims of bullying,

social media, etc.

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Partnerships with Community Organizations & Equity, Culture, and Support Services Division will facilitate:

the development of a district-wide “Comprehensive Discipline Plan”

training district staff and students regarding conflict resolution, crisis interventions, and bullying

specialized trainings regarding strategies for supporting diverse student groups (e.g., race, culture, gender, gender expression, etc.)

professional development regarding Trauma Involved Care/Supports for schools and students

2.3 – Counselors confer with the students and parents to create the best

schedule for each student’s success, including EL, LI, FY, SWD

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Parent conferences are routinely held by counselors to:

address academic,

personal/social,

class scheduling issues

orientations for all incoming 7th

graders

Individual, group, classroom, & parent workshops on such topics as:

6-year academic plans, class scheduling

graduation requirements

college admission criteria,

financial aid

2.3 – Systematic support for all students to build a culture of equity:Teacher librarians will provide safe and engaging physical spaces for students that support diversity and a sense of belonging, facilitate activities that support technology and literacy, and provide safe “virtual spaces” through grade-appropriate online resources

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Teacher librarians will be included in professional development which focuses on

• equity,

• teaching and learning,

• building positive climates

Climate walks/ assessments will

include an analysis of libraries for :

diverse curricular

&

content representation and inclusion

IT and ET departments will directly support teacher librarians use of technology including:

• e-books,

• electronic databases,

• library websites

2.3 – Systematic support for all students to build a culture of equity:Office and Equity, Culture, and Student Services facilitates ongoing Equity Surveys and site visits and establishes an equity committee to review collected feedback and to implement ideas and recommendations

• Programmatic

• Teacher Quality

• Achievement components

Upcoming Equity Audits will include

an analysis of:

• Plans of study

• School climate

• Future goals

Students will be surveyed at least

twice a year to find out perceptions

about:

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Questions?

www.sweetwaterschools.org/lcap/

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Appendix: Metrics Key Surveys (S)

Interviews (I)

Focus Groups (FG)

Equity and/or Climate Assessments (ECA)

Program/Department Evaluations (PDE)

Student Outcomes (SO)

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