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I see you...now I need to understand. Tell me more.

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Using the CASEL framework to set SMART goals focused on reducing inequities.

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High expectations and accelaration of learning, focus primarily on 6th grade. Focus of instructional rounds, faculty learning walks, building CSIs.

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We must and will strive to provide access, encourage commitment, and recruit all students to participate in our programs. We must have representational participation.

I'm inspired by the quotes where students talk about feeling treated differently. This is where our focus is, as a department, to push everyone to achieve their best.

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We must and will strive to provide access, encourage commitment, and recruit all students to participate in our programs. We must have representational participation.

I'm inspired by the quotes where students talk about feeling treated differently. This is where our focus is, as a department, to push everyone to achieve their best.

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We are doing an investigation of Culturally Responsive Teaching in our building through a guided staff book study(Culturally Responsive Teaching and the Brain by Zaretta Hammond). We wish to provide an understanding of CRT for our faculty and staff as well as tangible take-away strategies for teachers to implement immediately in their classrooms. Our hope is to help teachers understand that CRT is essential to creating High Quality Pedagogy in our schools.

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Hispanic/Latino focus relative to growth in math aligned with targeted PLC meeting discussions and related instructional rounds

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Focused on equitable instructional practices that emphasize the importance of student voice and multiple types of thinking. Students contribute actively to the development of concepts and work together to formalize understanding.

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As a secondary health/PE department, we spent time calling our students families/caregivers to share something we noticed or learned about their student the first few weeks of school and to ask them, "what is amazing about your student that you'd like me to know?" Also, "what is the best weay we can work togehter so that your student has the best expereience with us?"

# data[].attributes.body
As a secondary health/PE department, we spent time calling our students families/caregivers to share something we noticed or learned about their student the first few weeks of school and to ask them, "what is amazing about your student that you'd like me to know?" Also, "what is the best weay we can work togehter so that your student has the best expereience with us?"

# data[].attributes.body
As a secondary health/PE department, we spent time calling our students families/caregivers to share something we noticed or learned about their student the first few weeks of school and to ask them, "what is amazing about your student that you'd like me to know?" Also, "what is the best weay we can work togehter so that your student has the best expereience with us?"

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Office of Equity Advancement:                  Supporting our families who are least connected to the learning process by more fully determining their needs and by offering them tools and programs which build their capacities to serve as partners in their student's learning.      

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Office of Equity Advancement:                  Supporting our families who are least connected to the learning process by more fully determining their needs and by offering them tools and programs which build their capacities to serve as partners in their student's learning.      

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Taking a new and different approach for identifying students capable of accessing higher level classes. New or additional criteria will be developed, including family communication about the opportunity to accelerate.

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The school counseling department will focus on ensuring ALL students leave WHPS with a post secondary plan that they are happy and confident about pursuing. One's race, socioeconomic background, gender, etc. should not predetermine the level of success they are able to attain. This goal is based on the persistent data that shows the gaps in academic success between students of color and their white counterparts, and academic success, or lack thereof drives students' post secondary planning.

"Some students of color can feel like they are treated differently, like they aren't pushed as much."

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Work with staff to provide opportunities for students to make their thinking visible related to content/concepts (beyond traditional testing).  This will provide an opportunity to reconcile misconceptions and identify more students for opportunities for advanced science classes.

Additionally, work with staff to make their thinking more visible to students/colleagues  - why are we doing this, how we are getting there, how will we know when we have reached our goal.

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individualizing our student programming in academics and SEL through restructured PLC collaboration and purposeful, targeted instructional practices (with an emphasis on small group instruction

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As a PreK-12 PE/Health dept., we are examining our vocabulary, resources and curriculum to ensure that all students feel connectd to units, lessons, teaches and classroom.

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As a PreK-12 PE/Health dept., we are examining our vocabulary, resources and curriculum to ensure that all students feel connectd to units, lessons, teaches and classroom.

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World Language: Creating authentic cultural and linguistic experiences for students through proficiency. 

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World Language: Creating authentic cultural and linguistic experiences for students through proficiency. 

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increased opportunities for families to provide input, connections, and participate meaningfully in their child's individualized programming and supports

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Strengths - We get they why - Because Kids Deserve it and so do we as a community

Evidence - there isn't push back on the why

Growth Areas - (1) increasing adult efficacy around the how to do it by removing barriers around training and support; (2) demonstrating how it looks in EVERY single department to remove the idea that it doesn't meaningfully fit. (3) Actively seeking and incorporating student feedback and level-appropriate participation. (4) Training on Gender Identity/Sexuality

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Focus on the role of secondary reading teachers to partner with ELA teachers to implement tier I strategies in all classrooms

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Balancing the needs for raising academic achievement through rigorous grade level instruction while maintaining SEL Focus on making all students feel represented and valued through our diverse curriculum choices and equity-based classroom instruction.

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Make every child feel at home in our school and in the classroom. Seen, understood, valued.

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We recognize the unique positioning of ELA classrooms to tackle topics relating to identity politics and the core of cultural competence.

We are committed to the belief that all students must both see themselves in the literature we study in our classrooms as well as build more empathy for others by experiencing characters who are different from them.

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Examining our work from a two-pronged approach of both high-quality pedagogy and cultural competence. Focusing on opportunities for meaningful inclusion and what this looks like for all students. Taking a critical look at how we provide inclusive opportunities to students and ensure they have equitable access to the same high-quality instruction as their peers. Understanding how to best use and allocate the resources we have to support this work and ensure that all means all.

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Strength: Communication efforts by school and team is AWESOME

Evidence: Our survey for communication demonstrates this along with emails and school based feedback efforts

Areas of Growth -- (1) communicating more clearly and with frequency our focus areas and our professional work to families so the know how we are progressing on district/school goals and efforts around pedagogy/cultural competence/SEL (2) creating opportunities for parent/caregiver engagement around the focus areas.

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We had a head start regarding SEL and will continue to push our broader school community towards greater awareness and SEL skills. We need to recognize where we've been, bring new students, staff, and families up to speed, while accelerating the learning of folks we've had with us for years.

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Adults will utilize culturally responsive teaching strategies to enhance everyday instructions and interactions with students.

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For 6+ years we have focused on building emotional literacy.

Strengths - We know the why  -- Staff understands the importance of it for students and staff -- There is a commitment to practicing it

Growth Areas -- (1) Integrating it beyond mindful moments or quick checks. For example, using strategies before assessments. Building student tools to demonstrate how they used a strategy.  (2) Providing parent/caregiver education around in-school efforts and ways they can implement at home. (3) Creating student-driven engagement in this area

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One of our school goals is focused on family engagement.  Along with our engagement coordinator we aim to develop and implement structures aimed at fostering and growing strong home-school partnerships that support student success and promote family engagement.   This goal aims to support our role in communicating and supporting the District’s Equity and Anti-Racism commitment to value, honor and engage families with dignity, respect and cultural understanding to improve school climate and culture.

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One of our school goals is focused on family engagement.  Along with our engagement coordinator we aim to develop and implement structures aimed at fostering and growing strong home-school partnerships that support student success and promote family engagement.   This goal aims to support our role in communicating and supporting the District’s Equity and Anti-Racism commitment to value, honor and engage families with dignity, respect and cultural understanding to improve school climate and culture.

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CTE strives to ensure that students and families feel valued and heard within our curricula, courses and labs.  We encourage stakeholders to develop ownership within our safe learning environments.

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Reduce disparities in student achievement and promote College and Career Readiness.

-Review data with key stakeholders.

-Ongoing professional learning to address unseen biases, best/equitable practices.

-Set and monitor measurable student outcomes.

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With a department focus on HQP, SEL, and CC through an equity lens, a collective calibration and measurement that refine and strengthen SEL and equity to reflect the inclusivity and diversity of the student population.

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We are piloting aperture and we will use the data to support closing the gap for students. As a school, we will begin using the common language from Zones of Regulation to support students. We will teach the SEL/SJ curriculum with fidelity and continue with our mindfulness practices. These action steps will help us to build student stamina and engagement.