LCFF Priority 8

Student Outcomes







Priority Description

This LCFF priority addresses other indicators of student performance in required areas of study.


Issues of Equity

As shown in previous charts, school systems are not providing the learning conditions for success of historically marginalized communities.


ADDRESSING OTHER INDICATORS OF STUDENT PERFORMANCE

School leaders and LEA administrators understand that addressing other indicators of student performance necessitates that we:

  • Understand the complexity of historically marginalized student groups (Latinx, African American, American Indian), including their histories, cultures, and linguistic features
  • Understand socio-cultural intersectionality student groups (Latinx, African American, American Indian), including gender diversity and the need to tailor support accordingly
  • Understand and implement community-informed best practices
  • Support and implement multilingual/heritage language academic programs and ethnic studies
  • Partner with community leaders and organizations to create and curate curriculum
  • Provide all communication in the languages of the community
  • Diversify the languages used to assess academic mastery and credits (e.g., analyze native country transcripts to demonstrate mastery)
  • Provide quality language programs (multilingual/heritage/dual language)
  • Ensure access to quality designated and integrated English language development
  • Provide outreach to parents, particularly those new to navigating U.S. public school systems
  • Provide cross-age tutoring for students who speak the same language
  • Establish multilingual career technical education courses and pathways (e.g., a translator/interpreter certification pathway through community college partnerships so students can graduate with certificate that will guarantee employment)
  • Incorporate international student visitor/school exchange programs, especially with/from areas where the languages of multilingual students are represented.
  • Invest in professional learning for all educators (e.g., identity, mindset, and skills)

EquityBLueprint-DeeperDive


These recommendations were provided by community representatives involved in SDCOE’s advisory committees.

African American

American Indian

Latinx

  • Create an African American/African student achievement task force
  • Understand the complexity of the typologies (African, African American, Black, Caribbean, English learner) among African American students, including their histories, cultures, and languages
  • Monitor California Interscholastic Federation (CIF) policies and support African American student athletes by ensuring academic achievement
  • Align district equity plan and professional learning to the California African American Roadmap (currently in development)
  • Support and celebrate Black student excellence
  • Partner with educational organizations that focus on African American students (e.g., Association of African American Educators, historically Black colleges and universities)
  • Integrate the AAAE Blueprint
  • Invest in understanding the adultification of Black girls and the criminalization of Black boys and actively interrupt these practices; partner with Black scholars and experts
  • Create an American Indian student achievement task force
  • Understand the complexity of the typologies (assimilated, reservation, urban) among American Indian students, including their histories, cultures, and languages
  • Align district equity plan and professional learning to the California Indian Education for All’s Seven Essential Understandings:
    1. Great diversity among tribes
    2. Diversity among identity
    3. Native traditional beliefs persist into modern life
    4. Policies that affected and continue to affect tribes
    5. Reservations
    6. History from a California Indian perspective
    7. Tribes have sovereign powers
  • Practice land acknowledgements
  • Choose culturally appropriate books and materials
  • Support and celebrate American Indian excellence in a community-responsive way
  • Partner with tribal educational entities
  • Integrate the professional learning supports and curriculum resources from California Indian Education for All
  • Invite local tribal education centers to lead professional learning/guidance and lead student lessons
  • Integrate The 6Ps: California Indian Education Curriculum Practices
  • Create a Latinx student achievement task force
  • Understand the complexity of the typologies (English learner, English only, hyphen American, recent immigrant, migrant, transnational) among Latinx students, including their histories, cultures, and languages
  • Align district equity plan and professional learning to California English Learner Roadmap
  • Support and celebrate Latinx excellence and multilingualism through avenues such as the State Seal of Biliteracy/Pathway Awards
  • Provide translated versions of all communication from the school in the community's languages
  • Partner with organizations that provide legal services for students who are undocumented or recipients of the Deferred Action for Childhood Arrivals program
  • Actively partner with educational organizations from Latinx countries (e.g. trans-border students with Mexican Consulate, Baja California)
  • Integrate findings from 2020 San Diego County Latinx Education Summit



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