Theory: IF WE deploy practices that are culturally proficient, relevant, affirming, and sustaining that value and connect ALL students' cultures, language, learning abilities, and life experiences to increase student agency and inquiry, THEN ALL students will engage in critical thinking practices to increase student learning.

Strategy: Commencing in 2020-21, the district will organize staff to participate in learning centered around cultural proficiency.  The superintendent will continue to delegate teams of diverse education partners to develop shared understanding of culturally responsive pedagogical dispositions and practices.

Action Steps:

• Educator(s) and staff will build learning partnerships with EACH student that foster wise feedback and facilitate growth through individual academic intellectual challenges.

• All education partners will continually seek to expand their views on cultura in lly diverse students’ learning behaviors through ongoing professional learning.

• Educator(s) will show evidence of connecting new content to culturally relevant experiences through observation of planned instructional practices and student assessments.

• Educator(s) will make space for student agency and choice to provide multiple ways for students to show their cognitive processing.

• The district will, where applicable, apply Social Justice Standards to the existing curriculum guides.

• Educator(s) will be trained and supported to adopt and teach social emotional competencies to lead to positive staff/student attitudes, values, relationships, and academic performance.

Obstacles:

• Create and implement a districtwide culturally responsive framework.

• Create buy-in from all education partners to foster a culturally responsive lens in working with staff, students, and families.

• Provide professional development in student-centered learning for all teachers and administrators.

• Provide training on social justice standards and social emotional competencies for students and staff.

• Determine what to do about staff members who do not believe that they need professional development.

Theory: IF WE provide a platform for families to participate in discussions and decisions that are culturally responsive and equitable, THEN they will know their input is valued, and they will have the opportunity to focus on the educational opportunities provided to students and families.

Strategy: The district and school site leadership will organize and provide opportunities for families to share their feedback in decision making (i.e., parent meetings, forums, or virtual workshops).

Action Steps:

• The district and school site leadership will continue to cultivate deep collaborations with all parent groups: 

  • District English Language Advisory Parent Committee (DELAC)

  • African American Parent Advisory Committee (AAPAC) 

  • District Parent Advisory Committee (DPAC)

  • Local Control and Accountability Plan (LCAP)

  • CJUSD Community Cabinet

  • School Site Council

• The district and school site leadership will create opportunities/systems for families to observe classroom instruction with a focus on culturally responsive instruction. 

• The district and school site leadership will provide multiple means of outreach to increase the number of parents providing input.

Obstacles:

• The district and school site leadership will provide equitable experiences for all parent groups (workshops, conferences, etc.)

• The district and school site leadership will build capacity with parent groups that have low engagement rates in parent meetings and LCAP planning discussions.

• The district and school site leadership will develop trust between parents and educators to observe classroom instruction.

• The district and school site leadership will determine how to reach unresponsive parents.

Theory: IF WE provide leadership development to district leaders who promote cultural proficiency at all levels, THEN leaders will have the knowledge and skills to manage systems effectively by creating a district/school climate that focuses on inclusion and equity.

Strategy: District leaders will continue their leadership training with the National Institute for School Leadership (NISL) and give yearly surveys.  The data obtained will be reviewed and used to form goals that cultivate practices of inclusion and equity.

Action Steps:

• The district will continue its leadership training with the NISL.

• The district will continue its leadership training with the District Strategic Design Program (NISL/DSDP).

• The district will continue its leadership training with mentorship with district leadership.

Obstacles:

• Fully implement NISL strategies learned from ALL district leadership.

• Implement NISL leadership strategies and determine how the mentorship will be sustained?