Strategic Priority 3
Climate, Culture, & Communication: Safe and Inclusive Culture
| Strategic Priority Three | Climate, Culture, & Communication: Safe and Inclusive Culture Evidence of Priority 3 |
|---|---|
| Why is this important? | A safe, supportive, and inclusive environment is foundational to student learning, staff well-being, and community trust. Feedback from students, staff, and families consistently highlights the importance of a school climate where all individuals feel respected, valued, and empowered. Over the past several years, Akron Schools has made intentional investments to strengthen safety, inclusivity, and positive culture across all grade levels. |
| Action steps related to the priority | Strengthening Communication and Culture – Prioritizes clear, consistent communication internally and externally to build transparency and strengthen stakeholder engagement. – Cultivates a positive mindset and school culture to support students, staff, and families. – Uses districtwide data collection, including the Student Centered Accountability Program (S-CAP) survey, to guide decisions, identify needs, and monitor progress over time. Multi-Tiered System of Supports (MTSS) and Response to Intervention (RTI) – MTSS team meets monthly and follows an annual action plan to coordinate interventions and track student outcomes. – Monitors discipline trends using SWISS data; discipline referrals remain consistently below national norms, reflecting effective proactive supports. – Implemented a formal RTI process with a consistent referral form and clear procedures to support struggling learners. – Engages families as active partners in the RTI process, promoting collaborative problem-solving and shared responsibility for student success. Akron Schools has expanded districtwide SEL programming. All students are expected to show RAMS Behavior. – Grades Pk – 2nd receive developmentally appropriate instruction in conflict resolution and decision-making. – Grades 3–5 participate in SEL lessons using the Overcoming Obstacles curriculum, along with additional, targeted lessons designed to meet the unique needs of each class. – Fifth-grade students participate in RAMS Squad, providing leadership and peer-support opportunities. – Grades 6–8 implement SEL lessons to build character, resilience, and healthy relationships. – Grades 9–12 are in the early stages of implementing the student-led Fight the Funk initiative to support emotional well-being. Discipline and Behavior Support – Expanded the district discipline framework to ensure consistency and developmental appropriateness in behavior expectations. – Adopted a K–5 discipline rubric in fall 2024, alongside an elementary discipline mission statement, complementing the established 6–12 rubric. – Maintains a commitment to implementing restorative practices. – Reinforces positive behavior through initiatives such as student of the week, class of the week, class economy systems, incentive trips, and early release. Staff Leadership, Collaboration, and Professional Growth – Promotes distributive leadership by providing staff opportunities to lead and contribute in roles such as National Honor Society (NHS), Wellness Team, S-CAP Advisory Team, MTSS, and District Accountability Committee (DAC). – Staff meetings emphasize data analysis, instructional strategies, and actionable next steps. – Supports professional collaboration through content-area meetings, regular data reviews, and Professional Learning Communities (PLCs). – Narrowed MSLs for staff to focus on increasing student engagement and ensuring consistent, high-quality instruction across classrooms. Teacher Wellness and Communication – Wellness Committees, representing elementary, middle, and high school levels, organize activities to promote staff connection, recognition, and engagement. – Initiatives have included Secret Staff/Rally Ram, beginning- and end-of-year celebrations, holiday celebrations, and staff snacks. – Actively fosters a school culture of recognition and encouragement. Family Communication and Engagement – Uses communication tools such as weekly district newsletters, the district Facebook page, and ALMA email to highlight school events, achievements, and important updates. – Promotes transparency, builds community, and keeps families well-informed. – Akron Elementary uses ClassDojo as its primary communication platform for teacher-family messaging, updates, and photos. – Enhances transparency, strengthens home–school partnerships, and provides families with real-time insight into their child’s learning experiences. |
| Evidence of Implementation | Akron Schools demonstrates strong implementation of its strategic priorities through consistent communication systems, regular use of districtwide data (including S-CAP), and intentional efforts to build a positive culture. The MTSS team meets monthly with a formal action plan, uses SWISS data to monitor discipline, and has established a clear RTI process that engages families. SEL programming is implemented across all grade levels through RAMS Behavior expectations, K–8 lessons, high school wellness initiatives, and programs such as RAMS Squad. The district ensures consistent behavior expectations by utilizing discipline rubrics and reinforcing restorative practices alongside positive behavior incentives. Staff leadership and collaboration are supported through distributed leadership roles, data-driven meetings, PLCs, and focused MSLs to increase student engagement. Teacher wellness is prioritized through committee-led activities and recognition events that strengthen staff connection. Family engagement is enhanced through weekly newsletters, Facebook updates, ALMA communication, and ClassDojo. Collectively, these efforts illustrate a well-coordinated, districtwide commitment to communication, support systems, SEL, behavior consistency, staff growth, and family partnership. |
| Evidence of Impact | Akron Schools’ strategic efforts have resulted in stronger stakeholder trust, improved school climate, and increased consistency across the district. Communication systems have enhanced transparency and connected families more closely to classroom learning, while S-CAP and other data indicate positive trends in culture and engagement. |