• Strategic Priority #2 - 2.2

    Status:  In Progress - 5% complete

  • Strategic Priority

    2.2 Develop and implement cultural and technical change that leads to high expectations for learning and hard work, strong connections and belonging, and organizational systems that further build an equitable community for all students.

  • Outcomes

    Timeline - Click Here

    Outcomes:  Environment
    2.2a. Developing systems and opportunities to increase student voice and ownership at all levels in our organization.  
    2.2b.  Utilize culturally relevant and rigorous pedagogy as outlined in the Framework for Teaching.

    Outcomes:  Instruction
    2.2c. Implement high quality core instruction in ELA.
    2.2d. Implement a core Social Emotional Learning curriculum.
    2.2e. Develop the Tier 2 and 3 structures of an MTSS SEL Framework.
    2.2f. Explore dual language instruction models.
    2.2g. Utilize engaging instructional strategies that meet diverse learning needs.
    2.2h.  Implement a project-based learning approach for High Ability Learner services.
    2.2m. Utilize elementary career awareness self-assessments to build relevance in learning.

    Outcomes:  Systems
    2.2i. Develop a system for data collection and monitoring of student participation in extracurricular activities and athletics.
    2.2j.  Adjust and build upon communication processes and protocols related to attendance, athletics and extracurriculars, as well as family and community activities and events.
    2.2k. Attract and retain a diverse and high-quality staff through creative and innovative partnerships and pathways.
    2.2l. Define and monitor metrics around equity that will be used to identify progress and areas of need related to outcomes.

  • Strategy Leader
    Dr. Cecilia Wilken 

    Key Members
    Dr. Mark Adler, Jim Frederick, Dr. Dwayne Chism, Dr. Scott Blum, Dawn Ferreyra, Missy Stolley, Dr. Josh Wilken

    Key Teams
    Equity Leadership Work Group

    Progress Update:

    12/9/2022:
    Outcomes:  Environment
    • 2.2a. We have initiated implementation of Student Advisories at each of the buildings.  Principals participated in multiple sessions around the what, why, and how regarding Student Advisories.  We also have planned a Student Leadership Retreat in January and February with the support of ESU3.  Principals will be continuing to collaborate on this topic as we walk through the early stages of starting up an advisory.  
    • 2.2b.  We are in the process of developing shared knowledge around leading with an equity mindset within our Leadership Team.  Through this, we have discussed what leading with equity means, looks like, and sounds like in Ralston Public Schools.  We are continuing to work through clarity of what key terms within this mean, as well as started initial training on the Sheltered Instruction Observation Protocol (SIOP) training with teachers.  This will continue on into future years as we unpack the components of SIOP.

    Outcomes:  Instruction
    • 2.2c. We have unpacked and identified new priority standards based on the new state standards for English Language Arts.  We are also in the process of a reviewing curriculum materials within the curriculum adoption process for K-8.  The High School English department has also been updating curriculum to integrate the new state standards across the different courses offered.  At all grades, we are in the process of developing and updating the common assessments for ELA.
    • 2.2d. Implement a core Social Emotional Learning curriculum. During the 1st semester our elementary classroom teachers have implemented a Tier 1 SEL curriculum called Well-Being by Studies Weekly (our Social Studies curriculum). This is being done at the Pk-6th grade level.  Ralston Middle School and Ralston High School are utilizing Choose Love with supplemental materials and lessons provided by the counseling department. 
    • 2.2e. Develop the Tier 2 and 3 structures of an MTSS SEL Framework. This semester our school psychs and school counselors have utilized Professional Development time to discuss Tier 2 and Tier 3 data including but not limited to attendance, behavioral data (referral), grades if applicable, the DESSA and SAEBRS data. 
    • 2.2f. Explore dual language instruction models. Research has been conducted to learn more about dual language instructional model designs through the Nebraska Department of Education website, as well as the official Dual Language site. This includes a listing of all dual language programs across the state. Next steps include the development of a dual language leadership team to review models, needs in our district, timeframe, and allocation of resources. We will also consider one or more site visits to corresponding school districts which represent models we are most interested in. 
    • 2.2g. See 2.2 b for details.  
    • 2.2h.  This semester we sent our HAL teachers to a 3 day PBL training.  This session was focused on developing units of study using a project based learning approach.  Our team has developed a pilot unit to try from now through the end of the year.  
    • 2.2m. Utilize elementary career awareness self-assessments to build relevance in learning. We have developed priority “look for’s” in a survey for students, and reviewed multiple platforms to match our corresponding needs. As a result, we are looking to add NE Career Connections to our 6th grade class, and My Next Move as a platform for K-5. Feedback is being gathered by the staff and administration at Seymour Elementary for a potential pilot of this program to take place in Spring 2023. Planning Doc - Elementary CTE

    Outcomes:  Systems
    • 2.2k.  Working with our partners in New York and Manilla, the district has implemented an educator exchange program designed to increase the diversity of our teaching staff.  By participating in the J1 Visa program, teachers from the Philippines now have a direct route to Ralston if they are interested in serving in the United States for up to five years.  Once fully implemented, this model can be adopted to recruit English speaking teachers from across the world.
    • 2.2k.  The district continues to target HBCUs with certified job opportunities via Handshake and direct touchpoints with potential candidates.  Depending on interest and the number of positions available, we will once again be hosting a recruiting station at the virtual Diversity Expo for minority candidates in April, 2023.
    • 2.2l. We are currently reviewing and discussing potential metrics to use to help us measure our progress towards our outcomes.  We have a draft document prepared and look to seek feedback from stakeholders this Spring regarding use of these metrics.