Culture & Climate In Support of Equity

The district has established specific goals and is taking action steps to ensure that the district's Culture and Climate support equity for all.

Goals
  • Build a system-wide culture of equity where all students and staff feel safe and respected, know that they matter, and that they add value

Action Steps
  • Students will be in culturally responsive classrooms, have the ability to share cultures/holidays, engage in an SEL curriculum (and high school specific - lead conversations, programs and activities with training in Courageous Conversations and student assemblies on specific topics on race and equity)
  • Faculty will post signs of safety and visuals of cultures, greet all students, ensure all cultures are celebrated, implement culturally responsive teaching, be mindful of literature, be culturally sensitive toward families, participate in recommended IDEAS courses, assist with various clubs in helping students advocate for equity
  • Each building will give parents the opportunity to participate in various activities, visit schools during events (community meeting to hear from students regarding work in areas of racial equity); participate in events in which PTCs considered equity and culture in their event and budget planning; participate in events after thoughtful setup (possible survey at beginning of the year); participate in ALL School Read activities; communicate efficiently with staff and students (email, phone, etc.)
  • Administrators in each building will establish a Culture and Climate Committee; ensure PD related to equity is in place in an ongoing manner; provide transparency and common language for parents to use at home (conversations/training); provide support to staff to purchase culturally responsive materials; evaluate staff equitably; cultural sensitivity toward families; join the conversation

Implementation
  • Members of Culture and Climate sub-committee meeting with Principals on Feb 28, 2019
  • Creating Rubrics ("Look Fors") that coincide with individual buildings (by end of April)
  • Collecting evidence for data analysis and resources to share across district (by end of May)
  • Reporting out to REAL Coalition (end of year meeting)
  • Collaborating with SEL (Social and Emotional Learning) Committee to examine and align SEL framework with culturally responsive practices
  • Using the District survey, monitoring students' perspectives on the following measures: sense of belonging, efficacy, sense of safety; use findings to inform focused work at the school level specific to each school's culture
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