District Priority 1
Growth: Meeting the Learning Needs of All Students
| Strategic Priority One | Growth: Meeting the Learning Needs of All Students Evidence of Priority One |
|---|---|
| Why is this important? | Akron School District remains committed to ensuring that every student receives the high-quality instruction and support needed to thrive. Feedback from family and student surveys, stakeholder focus groups, and prior program reviews highlighted a clear need to more effectively address diverse learning styles, provide rigorous academic opportunities, and use data more intentionally to guide instruction. Stakeholders voiced strong support for maintaining high academic expectations while also expanding personalized learning opportunities that respond to the needs of all students. |
| Action steps related to the priority | Expand Course Offerings and Career Pathways – Broadened course offerings to provide a well-rounded, future-focused education. – Expanded real-world learning through programs such as Construction Science, STEM initiatives, Knowledge and Brain Bowl, and community-based service and recreation partnerships. – Strengthened applied learning in math, construction, and design through partnerships with local businesses. – Adopted a 3rd–5th grade science curriculum to ensure alignment with state standards. – Continued offering a Summer Reading Camp for the past two years to support literacy development and reduce summer learning loss. College and Career Readiness through Partnerships – Partnered with Northeastern Junior College (NJC) to expand access to college credit and career certification pathways. – Added opportunities such as CDL certification, work-based learning, and expanded concurrent enrollment courses to provide practical industry experience and recognized credentials before graduation. – Implemented a student support system to strengthen career and college exploration for all high school students. Data-Driven Student Support Systems (MTSS) – Implemented the Multi-Tiered System of Supports (MTSS) to deepen intervention services and expand staffing to meet student needs. – Embedded data-driven conversations throughout the school year to guide instruction and support. – Added a middle school math and English interventionist to support Student Success classes. – Added a math and multi-lingual learner interventionist at the elementary level for targeted assistance. – Strengthened inclusion practices across K–8 to better support students with disabilities. – Established Response to Intervention (RTI) systems at the elementary level and continued refining them at the secondary level. – Utilized academic programs and tools—including UFLI, IXL, math interventions, and Title services—to deliver personalized, data-driven instruction. Enhanced Counseling and Mental Health Supports – Expanded the role of school counselors to include MTSS leadership, RTI coordination, collaboration with external mental health agencies, and facilitation of the Collaborative Management Program with the Department of Human Services. – Counselors provide regular social-emotional learning lessons. – Students in grades 9–12 participate in Fight the Funk, a program that promotes emotional resilience and well-being. – The high school Career Academic Advisor offers individualized academic and career planning using tools such as School Links and the Portrait of a Graduate framework. – Increased family outreach through enhanced communication efforts and parent engagement nights. Family and Community Support – Strengthened partnerships with families and the broader community. – Shared weekly district newsletters highlighting upcoming events and school activities. – Distributed monthly school-specific newsletters to keep families informed. – Hosted literacy and math family nights to support academic engagement. – Collaborated with at-risk families to connect them with essential community resources, promoting student stability, attendance, and success. Wellness-Focused Teaching – Provided staff training in trauma-informed practices and ongoing professional learning to address students’ social, emotional, and academic needs. – Implemented the PK–12 Big Buddy program to foster connection, unity, and school pride across grade levels. – Prioritized staff well-being through ongoing wellness initiatives supported by the Wellness Committees. |
| Evidence of Implementation | The district has expanded academic and career opportunities by adding programs such as Construction Science, and STEM initiatives, while also adopting a 3rd–5th grade science curriculum and continuing Summer Reading Camp. College and career readiness has been strengthened through an enhanced partnership with NJC, offering CDL certification, Work-Based Learning, and increased concurrent enrollment options, supported by a structured student career exploration system. Data-driven student support has been reinforced through MTSS implementation, added intervention staff, refined RTI processes, expanded inclusion practices, and the use of tools like UFLI, IXL, and Title services. Counselors play a significant role in MTSS and RTI leadership, mental health partnerships, social-emotional lessons, and individualized academic and career advising using School Links. Family engagement has increased through weekly and monthly newsletters, academic family nights, and resource coordination for at-risk families. Additionally, the PK–12 Big Buddy Program has become a routine, and Wellness Committees continue to promote staff well-being. |
| Evidence of Impact | These strategic efforts have resulted in increased student engagement, stronger academic foundations, and expanded access to real-world learning and postsecondary pathways. |