Equity & Excellence
All students shall experience an environment characterized by high expectations, acceptance, respect, and support to become invested in the pursuit of learning and excellence without fear of threat, humiliation, danger or disregard. Excellence shall become the norm for all regardless of background or demographics. Our schools shall embrace uniqueness, strengths, and challenges with support, understanding, expectations, and encouragement to succeed.
How will we measure progress? (Key Performance Indicators)
- Increase in percentage of historically underrepresented students who meet academic expectations in the following areas: Passing classes as evidenced by D/F lists, attendance, state and local assessment, A-G completion, IEP goals, AP/advanced class enrollment, college and career ready status
- Increase in percentage of historically underrepresented students who report a positive school environment characterized by equitable treatment and perceptions of being valued, respected and cared for by school staff (Measure: CHKS Survey, Climate Surveys, disaggregated discipline data, extra-curricular participation)
- Increase in parent knowledge/skill to support their children and perceptions of trust and transparency of the school and district office (Measure: Parent Survey)
Student Centered Supports
Ensure that every student has access to programs, services, activities, and enrichment experiences that support student learning and enable each individual to achieve their fullest intellectual, creative, and social potential.
- Adopt universal screening protocols for entering Kindergarten to identify students at risk of academic, behavioral, and/or socio-emotional challenges and to assist with evenly distributed classes
- Provide second-chance opportunities for mastery and award full credit for second attempts when appropriate (e.g. test remediation and retakes) Communicate and reinforce school and classroom expectations for academic achievement, standards mastery, behavior, and attendance in advance for both students and families
- Develop and communicate a student assistance program protocol at each site designed to support students who are not meeting academic, behavioral, or socio-emotional expectations
- Provide equitable access with transportation to after-school services and opportunities
- Create dual-enrollment pathways for HUR students leading to graduation from PAUSD with sophomore status in college
- Utilize evidence-based instructional strategies (differentiation, universal design, student assistance programming, positive behavioral supports) to meets students where they are
- Redesign the Family Engagement Specialist Program with emphasis on direct student level support and case management of historically underrepresented students
Professional Learning & Accountability
Engage in district and site-sponsored professional learning opportunities and assume instructional and ethical responsibility to close opportunity and achievement gaps and ensure fair and unbiased approaches when working with students and families.
- Provide district-wide and site-specific professional learning opportunities to build individual and organizational capacity to implement strategies that promote equity and reduce bias
- Implement a site-based equity self-assessment tool to support school-based goal setting
- Engage in district-wide classroom walks to provide opportunities to collaborate, monitor and assess the use of agreed upon evidence-based strategies to advance equity
- Develop and report an annual District Equity Scorecard to report progress on student outcomes and progress on the Equity Initiative
Culture & Climate
Identify and address systemic structures and bias to create a culture where all students and families feel safe, welcome, respected, and valued as part of the school community.
- Track teacher issued disciplinary removals to identify teachers who may need support in managing disruptive behavior
- Monitor and address dis-proportionality in number of suspensions and provide targeted support to sites with disparate rates of suspension
- Ensure that historically underrepresented groups gain entrance into, involvement of and full participation in schools, programs and activities within those schools
- Monitor all reports of discrimination/bias and the district office level and provide direct contact to any family reporting claims of bias/discrimination to ensure concerns are being addressed to satisfaction
- Use surveys to monitor the experience of racial/ethnic minorities, students with disabilities, students in the Tinsley Program, socio-economically disadvantaged and other target groups
- Display student artwork, cultural displays and messages of empowerment around diversity so students and families see themselves and their cultural strengths highlighted throughout their school
School, Family, & Community Partnerships
The District Office, schools, and classrooms are places where all staff, students and families feel connected, supported and have input into decisions.
- Host language accessible informational nights, workshops and other forums targeted to families of historically underrepresented groups
- Hold quarterly regional community outreach and learning opportunities for families to amplify their voices and build upon a foundation of strength
- Ensure translation and interpretation services in all supported languages are accessible to parents upon request and explore opportunities for on the spot translation and interpretation services using over the phone and video remote interpretation services
- Create partnerships with community organizations to advance the equity initiative, provide resources to families, and better support students
- Establish partnerships with school districts experiencing extraordinary results with HUR students