Close Gaps
  Achievement gaps will be eliminated with all students experiencing a minimum of one year of learning growth each year and a minimum  of 1.5 years for students in the lowest quintile

Strategies

2.1  Embed and provide clarity regarding connections among culturally proficient instructional practices, growth mindset, Principles of Learning, and common core standards
2013-14 to 2016-17

        Objectives
    • Coaching model used to train and reinforce
    • Common language developed
    • High expectations for all students
    • Equity Focus
    • RtI framework fully implemented at all schools

        Status
             as of 6/15/2015
    • Complete
    • Continuing to emphasize as part of ongoing work

        Evidence of Progress or Completion

2.2  Implement a system of academic supports and re-teaching that address student needs in a timely and efficient manner
2015-16 to 2017-18

        Objectives
    • Enlist volunteers and support staff
    • Place students experiencing the most difficulty with certified, highly trained teachers 
    • Provide systems that provide additional "time" to learn
    • Create a data dashboard to identify students who are in need of intervention as well as those who would do well in advanced classes

        Status
             as of 6/15/2015
    • Pending

2.3  Create support systems and opportunities for typically under-enrolled segments of the student population to advance to Honors and AP (Advanced Placement) level classes
2014-15 to 2015-16

        Objectives
    • Review dashboard and results
    • Use pre-teaching strategies
    • Provide mentors and interventionist
    • Provide additional time for learning
    • Review data
    • Increase minority parent and student involvement 

        Status
             as of 06/15/2015
    • Ongoing
    • District has a partnership with Equal Opportunity Schools to increase the enrollment.  All three comprehensive high schools have developed detailed outreach plans that outline specific strategies to target students who exhibit the characteristics necessary for achievement in these courses. 

2.4  Current equity teams both at the district and building level will assess progress four to six times a year of students identified as low achieving
2014-15 to 2016-17

        Objectives
    • Monitor data both short and long-term and develop action plans
    • Involve classroom teachers with plans to support struggling learners
    • Offer parent involvement and education at building and district level

        Status
             as of 6/15/2015
    • Ongoing
    • School equity teams are currently working to establish a professional learning community for staff. Each site is expected to develop individual and collective capacity to lead the school toward embracing a culture and climate of equity and excellence while creating partnerships between staff and parents. Schools are developing equity plans with the goal of improving the socio-cultural knowledge of the population it serves and implementing effective strategies gleaned from professional learning.
2.5  Conduct a review of existing Pre-K programs with regard to access for fragile populations, parent education, and long-term facility needs
2015-16 to 2017-18

        Status
             as of 6/15/2015
    • Our Pre-K Director has developed a plan for conducting this review beginning in 2015-16.  The strategy plan outline is available at the following link.  Strategy 2.5 Implementation Plan

2.6  Conduct a review of current discipline protocols and procedures with a focus on the disproportionate representation of minority groups. This review to include:
2013-14 to 2014-15

        Objectives
    • Involve minority parents and students 
    • Review classroom management expectations
    • Review data
    • Examine current character development models
    • Assess the impact of SROs in schools as it relates to discipline
    • Solicit input from students regarding program effectiveness
    • Review administrative rules, regulations and consistency of implementation
    • Present recommendations to the Board of Education

        Status
             as of 6/15/2015
    • Complete
      • New Code of Conduct Created (2015-16 Code will be reviewed with community and school stakeholders)
      • Restorative Practice Training
      • PBIS (Positive Behavioral Interventions and Supports) and Equity Teams work together to review discipline data quarterly
      • All school increased implementation of Second Step character education curriculum.  Middle School health curriculum will include Second Step: 2015-16 school year
      • Strategy partners will meet quarterly to review input from stakeholders, update New Code of Conduct, develop a learning module for administrators to monitor discipline data for racial disparities, and continue support of implementation of restorative practices and PBIS in all schools.