-
District’s Strategy for Improvement
Marlborough Public Schools
Strategy for Improvement
Vision: We focus on equity to create excellence for all.
Theory of Action: If the Marlborough Public Schools respond to the needs of a diverse community by: employing high leverage research-based strategies, ensuring equity in access to programming, investing in our human capital, and creating a supportive community; then we will have improved the educational experience for all MPS students.
Objectives
Priorities
1. Create the conditions for Success
1.1 Expand seats in early education, creating additional opportunities for economically disadvantaged preschool students in the Early Childhood Center (ECC)
1.2 Identify and implement a menu of non-traditional academic opportunities for at risk students to successfully graduate high school
1.3 Ensure early career support for new educatorsWhen the district employs high leverage strategies for its students, it creates the conditions for success.
2. Develop a definition of common educational experiences
2.1 Identify and implement common curriculum experiences across all grade levels
2.2 Support at risk students through a comprehensive set of intervention systems
2.3 Develop clear expectations for all professional learning communitiesWhen students engage in rigorous and relevant standards-based lessons and experiences, that recognize SEL components, student achievement will increase.
3. Inclusive and Supportive Schools
3.1 Strengthen relationships and services within our community
3.2 Implement restorative justice as a strategy to support a vibrant learning environment
3.3 Eliminate racist practices and ensure that diversity, equity, and inclusion are embedded and practiced for our students, families, and staff.When students, educators, and families have the support of their community, and schools are provided strategies to assist families and students in need, then we have created positive lasting partnerships.
Priority 1.1
Expand seats in early education, creating additional opportunities for economically disadvantaged preschool students in the Early Childhood Center (ECC).
Action Steps, Benchmarks, and Timeline
Explanation of this Priority
Through the expansion of the Marlborough Early Childhood Center, the Marlborough Public Schools seeks to provide free, high quality, public early childhood education to more economically disadvantaged preschool-aged students in the community. Preschool provides access to a structured school setting, scientifically-based curricula, technology, and socialization taught by highly-qualified teachers and specialists. Review of district data indicates students who have attended ECC have stronger performance in early literacy skills including concepts about print (CAP) and letter sound fluency (LSF).
What is the district's intent to improve in this area?
To provide consistent high quality and free access to preschool for all Marlborough Children in order to level the playing field as they go to kindergarten. This will provide families a more consistent schedule in order to allow parents the economic freedom to pursue other career opportunities.
What action steps are we committing to for the next three years to accomplish this priority?
Action Steps FY22: Provide universal access to preschool by eliminating tuition for all preschool students in Marlborough
Action Steps FY23: Addition of 3.0 FTE Teacher and 3.0 FTE Paraeducator, classroom furniture/materials, and 2 Buses
Resources needed for implementation
Year
Amount
Explanation of Budget Request
FY23
$ 208,805.22
3.0 FTE Teacher
FY23
$ 70,386.12
3.0 FTE Para
FY23
$ 130,000.00
2 Additional Buses
FY23
$ 30,000.00
Technology, classroom furniture, curriculum
FY24
TBD
Explore the need for a Crossing Guard
FY24
TBD
Internal Building remodel plan to DPW
Priority 1.2
Identify and implement a menu of non-traditional academic opportunities for at risk students to successfully graduate high school.
Action Steps, Benchmarks, and Timeline
Explanation of this Priority
If the Marlborough Public Schools affords varied opportunities for students beyond traditional programs of study, then the graduation rate and the students’ opportunities after HS will increase.
What is the district's intent to improve in this area?
Students will be excited and invested about their educational opportunities and see the connection to their own life goals. Graduation rates will increase if we capture more students into programs to earn the diploma. Student and community perception of offerings will improve. Students will become active participants in the choices for their future by pursuing opportunities available to them through MPS.
What action steps are we committing to for the next three years to accomplish this priority?
FY22 Action Steps
District-wide
1. Expand/create a program to reintegrate students who had missed significant amounts of school (non-medical)
2. Adopt “Avid” or other such programs (MA Model for Guidance; Naviance, etc.) starting at 6th grade to discuss graduation and beyond starting at grade 6 Spring 2022
3. Create action steps for the identified areas of improvement listed above & update FY23 Action Steps Spring 2022METAS
1. Identify gaps in METAS (electives, employment opportunities, mental health support)
2. Gather initial student feedback on the Program.
3. Formalize the credits for work experience
4. Identify an electives/additional programming
5. Develop an initial structure for additional nights/activities (club, athletic, etc.)
6. Include key stakeholders in program development
7. Propose additional components to the Program: including a budget, curriculum, and, if applicable, food services and transportationTranslating Certification
1. Identify Translation Courses that could lead to Certificate or employment
2. Partner with identified Program
3. Identify Funding
4. Determine Cost per student
5. Determine Prerequisites to the courses
6. Determine interested students’ eligibility via biliteracy assessments
7. Re-reach out to MHS Career counseling and QCC Workforce Development department
8. Create a pathway of courses for students interested in Translating
9. Recruit students for program enrollment
10. Write a description of courses and add to the MPS Program of Studies
11. Identify staff to teach identified courses
12. Inform MHS students (juniors and seniors) who have passed the Seal of Biliteracy requirements of this opportunity as an ECHS option or post-gradEarly Childhood Certification
1. Tie ECC certification into Diversity grant
2. Get ECC Courses into SY22/23 MHS Program of Studies
3. Present to ELA 10 and/or 11 students
4. Identify any existing roadblocks to students entering the Program (i.e., necessary support to meet prerequisites)
5. Recruit students for program enrollment; reach out to special populations (i.e., EL)
6. Reach out to MPS/QCC staff for possible instructors
7. Connect with Elementary Principals, School & Director of ECC for field study options
8. Enroll interested students in the Program
9. Organize transportation, if necessaryFY23 Action Steps
District Wide
1. Continue Alternative pathways committee with monthly meetings
2. Modify FY23 Action steps as needed
3. New Program
4. Visit successful programs for input on New Program development
5. Present to the district-based leadership team, and
6. Present proposal to district English Learner Parent Advisory Committee (ELPAC), SEPAC, if applicable
7. Gather initial student feedback on the Program.
8. Present the new program’s budget as part of the Superintendent’s budget proposal.
9. Finalize transportation plans, recruit students, and finalize curriculum plans pending approval in budget.
10. Recruit and train staffResources needed for implementation
Year
Amount
Explanation of Budget Request
FY23
$ 40,000
Funding for an Alternative Pathways committee
FY23
$ 8,760
METAS Elective Teacher
FY23
$ 3,000
Worksite visits
FY23
$ 7,000
Apex Digital Learning
FY23
$ 60,000
Funding for childcare for students
Priority 1.3
Ensure early career support for new educators.
Action Steps, Benchmarks, and Timeline
Explanation of this Priority
Retaining teachers fosters a more stable and effective environment for students, staff, and families. Data shows that of the MPS teachers hired FY15-19 who left employ, 70% did so in their first two years. To improve teacher retention in these early years, MPS will expand upon and implement a robust series of professional support experiences for new teachers. MPS students deserve an environment where they will grow socially, emotionally, and academically. Supporting new teachers will ensure success with students and increase their capacity as educators as they assimilate into the MPS community as valued staff members.
What is the district's intent to improve in this area?
The committee for Priority 1.3 will examine (a) curriculum for the New Teacher Course, (b) requirements and alignment for the teacher mentoring program, (c) building-provided new hire support experiences and (d) collect data from departing teachers and identify trends to continuously improve supports for new hires.
What action steps are we committing to for the next three years to accomplish this priority?
Action Steps FY22
1. Review the sequence, topics, and timeframe of activities for New Teacher Course
2. Update Administrator Section of the MPS Teacher Induction program document. Include plans for new teacher meetings with building administrators on a regular basis.
3. Share and align a calendar with 1st & 2nd year new teacher class topics with mentor/administrator activities.
4. Create flowchart with deadlines for the requirements of the mentor/mentee program (ex. due dates for observations of peers modeling teaching at MPS)
5. Plan a calibrated agenda across schools for day 2 of the New Staff Orientation to include building-based administrator and non-administrator time.
6. Plan regular cadence of new teacher meetings with building administrators, calibrated across buildings
7. Evaluate budget to add mentors for all teachers new to MPS, rather than limited to new to the teaching profession or new to teaching in Massachusetts
8. Administrators consider opportunities for mentees to have mentors in Year 2
9. Design and develop a protocol for exit interviews for all new teachers who leave in the first two years of employ.Action Steps FY23
1. Evaluate the impact of New Teacher Course alignment with mentor and administrator supports
2. Evaluate the impact of Teacher Induction program Administrators Section updates
3. Review building-provided new hire support experiences to expand support of new staff
4. Evaluate the schedules at the different levels to allow time for new staff to connect with their support team
5. Add requirements for mentors to be certified or recertified as mentors in the last 3 years to serve as mentors.
6. Provide mentors to all new teachers, rather than limited to new to the teaching profession or new to teaching in Massachusetts
7. Conduct exit interviews with all departing teachers and synthesize the collected data to design improvements to retain new hires.Action Steps FY24
1. Evaluate the effectiveness of changes and additions made in previous years. 2. Continue to synthesize data from exit interviews and design improvements to retention of new hires for future years.
Resources needed for implementation
Year
Amount
Explanation of Budget Request
FY22
$ 1,000
Hours for a subgroup of experienced teacher mentors to create a flowchart with deadlines for key activities of mentors/mentees (ex. Observation of peers teaching at MPS.)
FY23
$ 13,240
Addition of mentors for all new teachers, rather than limited to teachers new to the teaching profession or new to teaching in Massachusetts (15 teachers). Pay for staff not already scheduled to work on the day 2 orientation that are needed for non-administrator time.
Priority 2.1
Identify and implement common curriculum experiences across all grade levels.
Action Steps, Benchmarks, and Timeline
Explanation of this Priority
The identification and implementation of common academic and social-emotional curricular experiences create coherence in a program, improve student learning experiences and outcomes, and promote equity.
Effective school districts create coherence in their academic and social-emotional programs by establishing a common understanding of the essential content that all students need to know, understand, and be able to do. In addition to aligning curriculum, learning materials, and assessments with relevant state standards, district leaders create coherence by identifying common educational experiences across grade levels and/or content areas. Common curriculum experiences typically incorporate specific instructional strategies that suit the content area and desired learning outcomes. Common experiences can also be adapted to meet the needs of students, thereby improving learning experiences and outcomes. Additionally, common curriculum experiences promote equity by giving all children equal opportunities to learn essential content (McRel.org, 2017; Steffen, 2016; The Wallace Foundation, n.d.).What is the district's intent to improve in this area?
The creation of common curriculum overviews, maps, pacing guides, and review cycles allows for seamless student transitions, collective experiences across grade levels, and standardized curriculum expectations for staff, serving as an important resource guide for key stakeholders, especially new staff to the district. By creating this common curriculum, the district establishes integrated, coherent learning experiences for all students, which contributes to their development, overall achievement, and emotional well-being.
What action steps are we committing to for the next three years to accomplish this priority?
Action Steps FY22:
1. Identify and refine core SEL resources PreK-12.
2. Update and publish common curricular overviews on MPS website (complete initial History and Social Science overviews in grades K-12).
3. Explore the possibility for a devoted SEL block built in schedules districtwide.Action Steps FY23:
1. Identify and publish two common curricular (in each subject area) experiences on the MPS website and staff curricular documents.
2. Identify and publish two common SEL curriculum experiences per grade on the MPS website and embed in staff curricular documents.
3. Revise and publish the review cycle for all district created curriculum documents (using an equity lens/ABAR) found on MPS website and embedded in curricular documents.Action Steps FY24:
1. Create and share a comprehensive “look-fors” outline, to ensure common expectations across the district PreK-12.
2. Share, communicate and implement the use of the Curriculum Review Process districtwide.Resources needed for implementation
Year
Amount
Explanation of Budget Request
FY22
$ -
Create district wide SEL steering committee
FY23
$ -
Create and identify a committee for the curriculum review cycle (Admin, ABAR, etc.)
FY23
$ -
Increase professional development half day opportunities for staff from four to six for curriculum work
Priority 2.2
Support at risk students through a comprehensive set of intervention systems.
Action Steps, Benchmarks, and Timeline
Explanation of this Priority
Research provides clear evidence that the adoption of explicit student intervention systems will enable schools to provide a continuum of integrated supports to better meet student needs in areas such as academics, social-emotional learning, and behavior. MPS will be able to develop a common vision and definition of intervention by having a comprehensive intervention system. Determining a set of common data to identify at-risk students and monitor progress will create more equitable access to interventions across schools and grade levels.
What is the district's intent to improve in this area?
By creating and implementing a comprehensive intervention system, the district will be able to meet students' academic, social-emotional, and behavior needs. As a result, student performance should improve, attendance rates should increase, discipline referrals should decrease, and student support referrals should decrease.
What action steps are we committing to for the next three years to accomplish this priority?
Action Steps FY22
1. The district will inventory current intervention programs/screeners and research/select new ones that will be implemented consistently across schools, especially a tool for social-emotional learning, where needed by June 2022.
2. The district will provide trainings for Collaborative Data Coaching (ongoing), Restorative Justice (initial) and other identified programs (academic, SEL, and/or behavioral) by Summer 2022.
3. School teams will utilize existing student data sets (academic, social-emotional, and behavioral) to identify and develop entry/exit plans for inclusion in intervention programs ongoing throughout the school year.
4. School teams will implement already existing interventions, monitor student progress, and evaluate effectiveness of current intervention programs by June 2022.
5. The district will evaluate current intervention leadership positions to ensure consistency and commonality and revise job descriptions/stipends if needed by June 2022.Action Steps FY23
1. The district will create a job description and list of responsibilities for a district-wide PK-12 SEL coordinator and present job description to the SC for approval by January 2023.
2. The district will train educators on new intervention screeners and programs so that educators can begin implementing them consistently across schools throughout the school year.
3. School teams across levels will carry out a systematic review of student data sets in order to ensure consistency in intervention protocols and procedures.
4. The district will provide additional trainings for Restorative Justice (each building) and other identified interventions (academic, SEL, and/or behavioral) throughout the school year.
5. School teams will continue to implement and evaluate effectiveness of interventions, begin implementing new programs, and monitor progress throughout the school year.
6. Create one Intervention Coordinator position at MHS and one for the Elementary level following the Whitcomb model by June 2023.Action Steps FY24
1. The district will establish a district-wide PK-12 SEL coordinator position. This proposed position would lead the efforts to identify an SEL screener, establish new SEL programs, ensure consistency across the schools.
2. School teams across levels carry out a further systematic review of existing student data sets and of their protocols and procedures for utilizing the student data.
3. School teams will continue administering screeners, implementing interventions, evaluating effectiveness, and monitoring progress consistently across schools throughout the school year.
4. The district will provide ongoing trainings related to data inquiry cycles, Restorative Justice, and other interventions (academic, social-emotional, and/or behavioral).Resources needed for implementation
Year
Amount
Explanation of Budget Request
FY23
TBD
MHS Intervention Coordinator
FY23
TBD
Elementary Intervention Coordinator
FY23
Time: 6 early release days
Need time to complete identified action steps
FY23, FY24
$ 100,000
Other identified trainings (also in 2.3 Duplicate request)
FY24
$ 100,000
Purchase interventions/screeners (Academic & SEL)
FY24
$ 50,000
Stipends for inventorying, research, plan development, etc.
FY24
$ 50,000
Data team stipends for all levels (also in 2.3; duplicate request)
FY24
$ 85,000
District-wide SEL Coordinator
Priority 2.3
Develop clear expectations for all professional learning communities.
Action Steps, Benchmarks, and Timeline
Explanation of this Priority
Clear expectations for PLCs (professional learning communities), implemented with fidelity and consistency across the district benefit staff and students. These expectations allow educators time to analyze data and make changes to practices that improve student outcomes.
What is the district's intent to improve in this area?
By developing clear expectations for PLCs, staff at MPS will have a structure that allows focused time to look at data. Each PLC will have established norms, roles, a set agenda/protocol and be outcome oriented. As a result, student achievement will be positively impacted.
What action steps are we committing to for the next three years to accomplish this priority?
Action Steps FY22
1. Identify how PLC times are currently being run at different levels
2. Publish district's definition of what a PLC is
3. Continue to build capacity among staff related to collaborative data classes
4. Continue to work towards equity in amount of time that staff are given to PLC across district
5. Look at models of how PLC time is achieved in other places
6. Explore the possibility of adding additional early release days or spread them out to one a quarterAction Steps FY23
1. Provide ongoing training at all levels (train, model & implement)
2. Ensure that all staff, at all levels, are using PLC time
3.Establish a district PLC guide
4. Stipend for data team across district to help implement clear expectations and protocols
5. Explore the possibility of adding additional staff at the elementary schools to allow flexibility in scheduling PLC timeAction Steps FY24
1.Consistent PLC times preK-12 with a minimum district agreed upon time
2. Implement practice of 1 cycle a month at all levelsResources needed for implementation
Year
Amount
Explanation of Budget Request
FY23
$ 45,000.00
Training (Collaborative Data Coaching)
FY23, FY24
$ 50,000.00
Data team stipends for all levels
FY24
TBD
Staffing (depending on model)
FY24
$ 45,000.00
Training (Collaborative Data Coaching)
Priority 3.1
Strengthen relationships and expand services in our community.
Action Steps, Benchmarks, and Timeline
Explanation of this Priority
The Marlborough Public School District believes that families play an integral role in their students’ academic and social emotional success and that the District has the responsibility to encourage family engagement. Research has shown that when schools successfully engage families, student achievement is increased. Studies also show that in Districts with a large enrollment of immigrant families, connecting with families from within the community has proved successful in increasing family engagement. While the District has successfully created opportunities to welcome parents into its school buildings, it has lacked in outbound efforts to engage its immigrant community. The work of this group will be focused on creating opportunities to welcome and engage families with the Marlborough Public School District from locations within the community.
What is the district's intent to improve in this area?
Studies show that districts who proactively engage with parents from within the community have been successful in increasing parent engagement in their child’s education, which in turn increases student achievement. Therefore, we will create a process in which MPS employees proactively deliver important information to parents at community locations, with the intent to tell a greater number of families about the importance of parent-involvement in a child’s education, as well as the resources that are available to parents at the Marlborough Public Schools.
What action steps are we committing to for the next three years to accomplish this priority?
Action Steps FY22
Reach out to Royal Crest and Heights and inquire about MPS hosting parent meetings on-site
Schedule and advertise meeting (flyers, e-mail, A-frame signs)
Meeting 1 Topics: March 2022
Informal parent meeting
Gather feedback for meeting 2
Bring flyers about K registration
Meeting 2 Topics: May 2022
How to support students over the summer
Discuss available resources (Marlborough rec, summer school, camps, etc.)
Present on other items identified during meetingAction Steps FY23
Fall/Winter 2022:
Meeting 1 Topics: September 2022
Informal parent meeting
Calendar of MPS events
Discuss foodservice, buses, report cards
Gather feedback for meeting 2
Meeting 2 Topics: November 2022
How to support students at home, MCAS
Discuss available MPS resources
Present on other items identified during meeting
Spring/Summer 2023:
Meeting 1: March 2022 - Agenda TBD
Meeting 2: May 2022 - Agenda TBDAction Steps FY24
Fall/Winter 2023: Agenda TBD
Meeting 1 Topics: September 2023 - Agenda TBD
Meeting 2 Topics: November 2023 - Agenda TBD
Spring/Summer 2024: Agenda TBD
Meeting 1 Topics: March 2023 - Agenda TBD
Meeting 2 Topics: May 2023 - Agenda TBD
Additional Efforts:
Create video library
Develop relationships with religious leaders
Expand to other meeting locations (community events, daycares, places of worship, etc.)Resources needed for implementation
Year
Amount
Explanation of Budget Request
FY22
$ 5,000
Seven Community Liaisons (grant funded) + $5,000
FY23
$ 5,000
Seven Community Liaisons (grant funded) + $5,000
FY24
$ 5,000
Seven Community Liaisons (grant funded) + $5,000
Priority 3.2
Implement restorative justice as a strategy to support a vibrant learning environment
Action Steps, Benchmarks, and Timeline
Explanation of this Priority
People are wired for connection and our inherent desire to be social has created communities around the world. People survive and thrive when we belong to an interdependent group where ideas are valued, contributions are encouraged, feelings are understood, and actions are accountable. Building caring communities within every Marlborough Public School classroom is the foundation for promoting a Restorative Justice culture. Priority 3.2 for the Marlborough Public Schools focuses on embracing Restorative Justice as a practice to support a vibrant learning environment for ethical learners. When active, community learning environments form, incidents of harm will decline. By investing in a Restorative Justice practice, our schools will be communities where harm and conflict situations, creative problem-solving, and addressing violations of discipline codes are handled with respect and dignity by balancing the needs of the victim, the wrongdoer, and the community. These new practices will promote reconciliation and growth.
What is the district's intent to improve in this area?
By embracing restorative justice, the culture of the Marlborough Public Schools will increase human to human connections, decrease suspensions and other punitive discipline practices, and improve student attendance.
What action steps are we committing to for the next three years to accomplish this priority?
Action Steps FY22
1. Establish district-based leadership team
2. Establish school-based leadership teams
3. Lay out scope and sequence for implementation at M.H.S.
4. Train Tier 1 Early Adopters from all schools (1-2 cohorts per school)
5. On-going coaching for early adopter group
6. Begin to train building-based teams in Tier 2 to address harm and conflictAction Steps FY23
1. Continue to train Tier 1 in all schools (2 cohorts per school).
2. Continue to train building-based teams in Tier 2 to address harm and conflict.
3. Introduce follow-up coaching for Tier 2 teams.
4. Begin Tier 3 training (high impact behavior).Action Steps FY24
1. Continue to train Tier 1 maintenance (new hires and refreshers).
2. Train new administrators in Tier 3 (as needed).
3. Plan for sustainability.Resources needed for implementation
Year
Amount
Explanation of Budget Request
FY22
$ 46,880
Tier 1 Training (cohort 2 elementary) with coaching; Tier 2 Training (initial elementary); 80 Books
FY23
$ 100,000
Sustainability training with Suffolk (or additional MPS FTE to start our own training and coaching system)
FY24
$ 90,000
One FTE for sustainability and coaching
Priority 3.3
Eliminate racist practices and ensure that diversity, equity, and inclusion are embedded and practiced for our students, families, and staff.
Action Steps, Benchmarks, and Timeline
Explanation of this Priority
The MPS community has prioritized diversity, equity, and inclusion by providing professional development that has led to honest conversations, awareness, and action. However, challenges remain, such as embedding these values into curriculum and teaching practices, shifting mindsets to recognize and promote diversity, equity, and inclusion for all members of our community, and implementing hiring practices that reflect these values. By committing to this work, we will solidify a shared vision by fostering an inclusive culture, examining, and revising the curriculum, holding each other accountable, and seeking ongoing feedback from stakeholders to inform our actions and future priorities. Milner IV (2012) argues that eliminating color blindness, cultural conflicts, low expectations, and deficit mindsets will narrow existing opportunity gaps.
What is the district's intent to improve in this area?
MPS commits to addressing biases and racism in our environment and supporting each other in understanding and dismantling our personal biases and privilege to deliver an inclusive education to our students. We will create safe, supportive learning communities that routinely look for, actively dismantle, and work to reverse any inequalities that exist.
What action steps are we committing to for the next three years to accomplish this priority?
Action Steps FY22
1. Professional Development
a. ABAR focused workshops for all staff with consultant Dr. Wornum (Aug, Nov, Jan, March), additional PD for ABAR committees
b. Offer synchronous(during PD days and half-days) and asynchronous PD on identified priority topics (ex. addressing bias, cultures and inequities, family engagement, Restorative Justice)
c. Identify and evaluate potential consultants for ongoing work and student direct instruction
2. Curriculum & Student Resources
a. Pilot use of curriculum review for bias tool with humanities 6-12
b. Review SEL resources & plan to supplement and embed ABAR / Restorative Justice themes
3. Communicating & Engaging with Families
4. Utilize community liaisons to get feedback
5. Review equity of technology access
6. Push for website and app through social media, curriculum nights, and orientations, by end-of-year
7. Get all schools to use the MPS app and text option to communicate information in native languages
8. Identify resources for district equity webpage
9. District Structures
a. ABAR committees formed - work toward consistent structures across schools with building admin leading the workAction Steps FY23
1. Professional Development
a. Offer synchronous(during PD days and half-days) and asynchronous PD on identified priority topics (ex. addressing bias, cultures and inequities, family engagement, ableism, Restorative Justice, immigration)
b. Work with identified consultants
2. Curriculum & Student Resources
a. All teams pre-K-12 incorporate curriculum review for bias tool as part of curriculum review process and diversify texts
b. Begin implementing district-wide student direct instruction with consultant(s) and/or educators
c. Implement and continue to review SEL resources & supplement and embed ABAR and Restorative Justice themes
3. Communicating & Engaging with Families (3.1 & 3.3)
4. Implement feedback from liaisons and reassess
5. Continue to offer opportunities (for families & staff) to learn a second language
6. Continued push for website and app at start of year through social media, curriculum nights, and orientations.
7. Review of technology access
8. Publish district equity webpage
9. District Structures
a. Subcommittees identified and formed to look at data on discipline, equity of access and make recommendationsAction Steps FY24
1. Professional Development
a. Offer synchronous(during PD days and half-days) and asynchronous PD on identified priority topics (ex. addressing, cultures and inequities, family engagement, ableism, Restorative Justice, immigration)
b. Work with identified consultants
2. Curriculum & Student Resources
a. All teams pre-K-12 incorporate curriculum review for bias tool as part of curriculum review process and diversify texts
b. Implement district-wide student direct instruction with consultant(s) and/or educators
c. Implement and continue to review SEL resources & supplement and embed ABAR and Restorative Justice themes
3. Communicating & Engaging with Families
4. Implement feedback from liaisons and reassess
5. Continue to offer opportunities (for families & staff) to learn a second language
6. Continued push for website and app at start of year through social media, curriculum nights, and orientations.
7. Review of technology access
8. Update district equity webpage
9. District Structures
d. Subcommittees evaluate progressResources needed for implementation
Year
Amount
Explanation of Budget Request
FY 23
$ 15,000
DEI Consultant
FY 23
$ 7,500
Diversify libraries and texts
FY 24
$ 15,000
DEI Consultant
FY 24
$ 7,500
Diversify libraries and texts
