Environment and Culture

Promoting an environment and culture that is committed to every student having the opportunity to reach their full potential through educational equity.

Interpretation

  • Recognize the existence of systemic and institutional inequities for students.
  • Actively encourage, support and expect high achievement and social-emotional well-being for students from all racial groups and other identified subgroups.
  • Provide equitable access and academic support throughout our educational system.
  • Provide curriculum that prioritizes diverse viewpoints and cultural relevance.
  • Promote an environment and culture that supports and encourages effective engagement of all students and fosters cultural competency in students.
  • Provide professional development, training, and engagement opportunities to inform and practice cultural competence, and increase awareness of personal and systemic bias and inequities in teaching, counseling, advising, and coaching practices, as well as in discipline, staff – student interactions, and staff – parent interactions.
  • Provide equitable access and an inclusive, welcoming, and safe environment to school activities, clubs, and athletics.

Evidence of work in this area from the 2018-19 school year

  • Provide disaggregated data embedded in most monitoring reports (a, b, c, f, g)
  • Discipline data analysis (a, b, f)
  • Special Education Disproportionality Committee (a, e, f, g)
  • Special Education eligibility requirements for athletics are individualized (g)
  • School Improvement Plan (SIP) Gap Goals (a, b, c, d, g)
  • Curriculum adoptions and revisions (b, d, g)
  • Scholarships, Cinderella closets, ISF backpacks, Nurses Fund (e, g)
  • Positive Behavior Social Emotional Support (PBSES) Implementation and training (d, e)
  • Professional Development and Cultural Competence (a, b, f)
  • Family Engagement Events (f)
  • Center for Collaborative Support (CCS) Book Studies and building led book studies (g, f)
  • Free Summer School options (c)
  • Training for athletic directors on increasing access to sports eligibility for students with Individualized Educational Plans (IEPs) (g)
  • Pilot Para Professional group received training in Cultural Competency (f)
  • Para Professional Development at one building around Cultural Competency (f)
  • (Learning Resource Center) LRC-1, LRC-2, and school psych training around Cultural Competency (f)
  • Parent Panels at various schools (f)
  • Professional Development Equity Training by Dr. Caprice Hollins, and Ilsa Govan with Cultures Connecting (f)
  • Professional Development Equity Training in school and admin buildings two times each year by ISD Equity and Family Engagement Specialist Lorna Gilmore (f)
  • Training around Guided Language Acquisition by Design (GLAD) strategies (d)
  • Discipline stakeholders group (f)
  • Development of Equitable Code of Conduct (b, e, f)
  • Started a partnership with Cyborg Mobile to help facilitate the creation of equity modules (b, d, e, f)
  • Development of Director of Equity position, and the selection of Alaina Sivadasan to that position to begin the 2019-2020 school year. (in support of the entirety of EL-16 Equity)
  • Washington State Learning Assistance Program (LAP), Title 1 Federal remediation funding (Title 1) (c)

Evidence of work from the 2019-2020 school year

Coming Soon.