Vision Statement:

As a community of learners, RMS strives to create an innovative, rigorous, culturally relevant learning environment that emphasizes collaboration and a culture of respect.

Mission Statement:

The RMS Commitment Statement

The Roosevelt Middle School staff stands together against bigotry, harassment, bullying, and any form of discrimination.

We support a learning community where there is cooperation, fairness, and mutual respect.

We believe students learning at the highest level is the rule… not the exception.

The RMS staff believes in a world where everyone… our students… our staff… our parents… and our community celebrate the strength and power of diversity.

We stand together as a united school committed to supporting the success of all students.

Regardless of where a student worships, where a student comes from, what language a student speaks at home, the color of a student’s skin, or whom a student loves, every individual adds to the mosaic of our school community.

Our differences, not our similarities, are what make us stronger as a whole.

How do your vision/mission statements align with the superintendent’s goals and how have stakeholders been involved in the vision/mission statements?

The two statements– our mission and vision– have been long-standing ideals in the Roosevelt community, dating back at least a decade or more. At the beginning of every meeting– staff, grade level team, learning community, data team, parent meetings– we read our commitment statement outloud to ground ourselves in our work– an unwavering focus on inclusion, connection and belonging.  

Our statements directly connect to each of the district’s three goals in the following ways:

• We are explicit in our stance, share it widely with staff, students, and community, and revisit it regularly across stake-holder groups (timely communication);
• We embrace differences within a culture of respect and use anti-bias language in response to connecting and belonging (amplified focus);

• A culture of belonging and connection and against bigotry is a major theme throughout our work (safety and well-being).
• The RMS staff is focused on fostering a sense of belonging and community through intentional building of relational capacity among staff, among students, and among our families.  

• Among our students, we believe building strong relational capacity will be the foundation for students to feel a sense of belonging and community that will then support them in taking academic risks and engaging in productive struggle in the learning process.
• Among our staff, we believe building strong relational capacity and a sense of collective educator efficacy will result in all staff feeling a sense of belonging and shared purpose, which in turn results in staff being willing to be vulnerable, make united decisions as a team, and implement agreements with fidelity, and hopefully, also have fun in the process.
• Among our families, we believe building strong relational capacity will result in families feeling known, valued, and connected, which will in turn strengthen their students connections to the school.

For different groups of students at your school, describe both successes and challenges with following:

How are you ensuring timely communication and meaningful community engagement?

Though we held several outreach meetings directed at our focal groups last fall, we failed to achieve the level of family engagement we sought. As a result, we did not hold specific meetings for identified families in the spring and instead, continued on our trajectory of PAR meeting schedules. We did hold Parent Equity Group meetings and engaged in a book study. The meetings we did hold included four Parents at Roosevelt general meetings, three education events including a session on healthy relationships, one on teens and tech and another on suicide prevention. We also held our annual school-wide Showcase event. For each education event, we nearly doubled our participation rates from the year before with similar topics. For example, at our teens and tech talk, we had 16 adults present and the year before, 10 adults attended. Our suicide prevention education event netted 15 RMS participants and the year before, six RMS family members attended.  

In addition, we will hold our PAR (Parents At Roosevelt) education events, a book club focused on The Anxious Generation, and our annual Showcase Roosevelt event. In addition, we held an Open House event (in addition to Curriculum Night) for families to bring their students in, connect with admin and counselors, and tour the building. We will also continue to partner with Ophelia’s Place for additional support and information.

In alignment with our original theory of action which outlined parent engagement and education as a direct line to student achievement, our model for community engagement this will focus on making a concerted effort to communicate with our focal group families, especially focusing on communicating when success happens for these groups, resulting in a greater connection and feeling of belonging in our students and families, which will in turn lead to increased attendance and academic performance for these students.

How are you placing a coordinated focus on equitable outcomes for all students with amplified attention to the needs of those who we have underserved?

Our work around a coordinated focus on equitable outcomes is centered in our grade-level teams and professional learning communities. In addition, our school-wide focus on building relational capacity and AVID (WICOR: academic language, organization, focused note-taking, group work collaboration, academic vocabulary, and higher level thinking) ensures that everyone is working toward the same goal of student success, academically and socially. We also will seek to center the students in our focal groups and ensure that our classrooms reflect those students, their identity and their cultures.

At our fall inservice, our essential question was “How can we take intentional actions, based on shared beliefs and trust, to increase opportunity and measurable success for all students and to ensure demographics are not a predictor of success or failure?” This question will be revisited in our Equity and Inclusion and Climate and Culture team meetings throughout this school year, and it will guide our work.

This summer, Kelsea and I created a spreadsheet we will use to clearly track and share the progress of the students identified in our SCIP. Last year, we did not have such a tracking system and as a result, it was difficult to provide staff with data on these specific students. Our grade level teams will review the student specific data after each progress report and report card.

How are you ensuring safety and well-being for all students and staff?

In the 23-24 school year, we undertook a multi-tiered approach to reduce identity-based harassment. To accomplish this, our work included:

• Intentional House lessons identifying what it means to have a safe, inclusive school environment, including admin video message
• Use of our commitment statement across settings and in conjunction with consequencing students (reflection on RMS vision)
• Direct and intentional response to racial and other slurs
• Student education with readings and reflections about the history and impact of using certain words or phrases
• Family meetings to educate, respond and support
• Staff trainings RE: interrupting race-based harassment + social construct of race and intelligence
• Consistent focus on building empathy, compassion, and an understanding of impact, regardless of intention, when supporting students in discipline incidents.

We intend to build upon this work in the 24-25 school year with a focus on using discipline incidents as opportunities to build positive relationships with families and partner with them in understanding their students' needs and in supporting their student’s success.

How were stakeholders (e.g., students, staff, families) involved in the data review process? 

At our fall inservice, our staff reviewed our data (CORE academic grades, referral, early warning report) as it supported our progress towards 23-24 SCIP goals. While our SCIP goals were the focus of our work last year, Courtney and I had not shared our final, end of year SCIP outcomes with our staff. We shared this data with our staff, provided them with an opportunity to review and provide feedback on our our 24-25 draft SCIP goals and corresponding action plans. Among staff , there was agreement and support on our draft SCIP goals 2 and 3. There were questions about our SCIP goal one, and we noticed that the action plan corresponding to this goal did not effectively engage staff and provide them with opportunities to have a sense of ownership in the outcome.

Roosevelt admin met with our Regional Equity Manager to solicit and receive feedback on Roosevelt’s SCIP goals. This feedback was incorporated into our revised SCIP goal one.

As a result, at our first Equity & Inclusion Team meeting, we presented a modified SCIP goal one, focusing on supporting the attendance of two focal groups, who are data indicated had high rates of chronic absenteeism. We reviewed the draft goal and discussed action steps the staff could engage in to support that goal.

We plan to share our final SCIP goals and supporting data with our PAR families at our next PAR meeting in early October.

Data Review: Based on data available in the SCIP folder, Hoonuit, and other sources, summarize your demographics and outcomes by student group, with a focus on inequities.  

Data Supporting Goal 1:

Roosevelt’s Black/African American and Hispanic/Latinx families rates of chronic absenteeism are 30% or greater. While the chronic absenteeism rate for for white students also is above 30%, the proportionally smaller size of our Black/African American and Hispanic populations indicates a much larger likelihood for a student in these groups to have chronic absenteeism, and for us, represents an opportunity to strategically target and support the attendance of these two groups.

Data Supporting Goal 2:

Roosevelt’s students with IEPs and Hispanic/Latinx students have a higher rate of failing academic grades in their CORE academic classes than our student population as a whole. This was true in 22-23 and again in 23-24, even after we focused on reducing the number of failing grades for these groups in our 23-24 SCIP.

A review of 23-24 student achievement data indicates that students with IEPs and students who identify as Hispanic/Latinx show lower rates of achievement than other students.

• Of the 54 students with IEPs, 32 had 1 or more failing grades in their core academic classes. 28 students had 2 or more failing grades. 19 students had 3 or more failing grades. 9 students had failing grades in all 4 core academic classes.
• Of the 57 students who identify as Hispanix/LatinX, 22 had one or more failing grades in their core academic classes. 13 students had 2 or more failing grades. 9 students had three or more failing grades. 3 students had failing grades in all 4 core academic classes.
• Of our 34 current 7th and 8th graders with IEPs, 18 had 1 or more failing grades in their academic content classes. 14 had 2 or more failing grades. 8 had 3 or more failing grades.
• Of our 32 current 7th and 8th graders who identify as Hispanix/LatinX, 14 students had 1 or more failing grades in their academic content area classes. 7 students had 2 or more failing grades. 4 students had 3 or more failing grades. 2 students had failing grades in all 4 core academic classes.

Data Supporting Goal 3:

A review of Roosevelt referral and discipline data indicated that in the 22-23 school year, RMS had 35 identity-based harassment referrals and in the 23-24 school year, RMS had 25 identity based harassment referrals. While a 30% reduction did occur in 23-24, our staff believes this amount of identity based incidents needs to continue to be reduced as it directly works against students having a sense of belonging and community, which is antithetical to our school’s guiding philosophy and vision.

SMARTE Goal 1: (aligned with “timely communication and meaningful community engagement”) This goal will be copied/pasted into the “Presentation Plan”. Please be sure that the language here matches the language you are copying/pasting.

By June 2025, to support the participation, representation and connection of our Black/African American Families and Hispanic families, Roosevelt will decrease the rate of chronic absenteeism (students attending below 90%) for each group by 10%

• For Black/African American students from 30% chronic absenteeism to 20%.
• For Hispanic students from 37% to 27%

What is your plan to meet the goal? Write a “theory of action” statement that follows the model in the SCIP guidelines.

Based on a closer examination of how our Black/African American and Hispanic focal students are doing in the area of attendance, we noticed that their rates of chronic absenteeism were disproportionately higher. We wonder if any/all of the following factors contribute to this problem: lack of connection and feeling of belonging at school, communication to families occurs when something goes wrong, rather than when something goes right, a lack of understanding of why students are not attending on the part of staff has contributed to our failure to support them, too few attendance support meetings (with positive focus) occurring, students in these focal groups do not see themselves and their identities reflected in the school culture and curriculum.

Based on our exploration of this problem, we believe that, If we make a concerted effort to communicate with these families, especially focusing on communicating when success happens for these groups along with the action steps listed below, it will result in a greater connection and feeling of belonging in our students and families which will in turn lead to increased attendance and academic performance for these students.

Strategic Plan Action Steps for Goal 1

This section should be updated throughout the year to reflect your monitoring, feedback, and adjustment process.

Person/Team Responsible

Action Steps

Due Date/Frequency

Roosevelt teachers @ grade level team meetings & administrators

Focus on communicating with our Black/African American and Hispanic families when success happens by sending postcards home after GLTs, sending positive messages home in Synergy, and making phone calls to families in these groups. These positive communications will become a regular action item on all GLT agendas

Grade level teams meeting twice monthly

Roosevelt admin and counselors leading attendance support meetings

Hold positive attendance support meetings with our Black/African American and Hispanic families. At these meetings,we will focus on making positive connections, building relationships, and identifying opportunities for success for these students.

Attendance team meets twice monthly to review data.

Roosevelt admin to coordinate with affinity group leaders

In an effort to make school viable for our Black/African American and Hispanic students, Roosevelt will attempt to ascertain and address the root causes for absenteeism for these groups through student interviews and surveys in Affinity Groups.

Fall 2024

Spring 2024

Roosevelt admin, attendance secretary, and House Advisors

To leverage the power of relationships built in House, House Advisors will be provided attendance data on their House Advisees. This will allow them to check in and connect with these students, focusing on our identified focal groups.

Data provided monthly. Check & Connect occurs in House every Tuesday

Roosevelt attendance team

Implement a system of attendance punch cards to incentives attendance for students whose attendance is below 90%

On going

Roosevelt teaching staff

For our identified students who do not attend regularly, be thoughtful in our approach to warmly welcome them back from being absent, ask if they need anything, talk them through their schedule, ensure they have supplies, let them know we are glad they are back. Focus on building connection with them and assist in a smooth re-entry to school after being absent.

On going

Goal 1 Data Review: Baseline 

For this goal, what is the initial data that identifies the inequity?  This data should be able to be tracked for growth at least 3 times through the year.

In the 23-24 at Roosevelt, 30% of Black/African American students were chronically absent and 37% of Hispanic/Latinx students were chronically absent. See chart above, taken from Hoonuit.

Goal 1 Data Review: 1st review date

Has progress been made?  Do you need to adjust your strategic plan? If so, add/revise action steps in the table above and summarize the changes here.

• We are communicating with these families when success happens by sending postcards home after GLTs, sending positive messages home in Synergy, and making phone calls to families in these groups. These positive communications have become a regular action item on all GLT agendas.
• We also prioritize students identified in our SCIP when scheduling attendance support meetings.
• In addition, we are sharing attendance data with our House Advisors monthly so they can check in with students who are struggling with attendance during Tuesday Check & Connect.
• We also are being intentional and thoughtful about the experience of returning to school after long absences…  we  are thoughtful in our approach to warmly welcome them back from being absent, ask if they need anything, talk them through their schedule, ensure they have supplies, let them know we are glad they are back. Focus on building connection with them and assist in a smooth re-entry to school after being absent.
• To better understand the experience of our students in these two groups, we are collaborating with our Regional Equity Manager who will be working with RMS affinity group leaders to survey students in the BSU and LSU. This is planned for January 2025.

Goal 1 Data Review: 2nd review date

Has progress been made?  Do you need to adjust your strategic plan? If so, add/revise action steps in the table above and summarize the changes here.

Goal 1 Data Review: 3rd review date

Has progress been made?  Do you need to adjust your strategic plan? If so, add/revise action steps in the table above and summarize the changes here.

SMARTE Goal 2: (aligned with “timely communication and meaningful community engagement”) This goal will be copied/pasted into the “Presentation Plan”. Please be sure that the language here matches the language you are copying/pasting.

By June 2025, Roosevelt students with IEPs and students who identify as Hispanic/Latinx will reduce the number of failing grades in core academic classes by 25%.

What is your plan to meet the goal? Write a “theory of action” statement that follows the model in the SCIP guidelines.

Based on a closer examination of how our students with identified special needs and our Latinx/Hispanic students are achieving academically, we noticed that each of those groups are regularly failing core academic areas.  

We wonder if any or all of the following factors contribute to this problem: systemic racism, historic patterns of marginalization, a lack of access to rigorous and differentiated instruction, and a lack of access to family and community resources.

Based on our exploration of this problem, we believe that, if we focus on instructional design via our PLC and GLT models, with an emphasis on culturally relevant pedagogy and a strong focus on building relational capacity, inclusion with differentiation strategies, and WICOR school-wide, then we should see students in these two groups improve their grades. If we continue to offer training, support and awareness for staff and use culturally responsive practices, integrate UDL and AVID strategies, and build relational capacity across settings, we will see an increase in student achievement, as measured by grades in CORE academic classes.

Strategic Plan Action Steps for Goal 2

This section should be updated throughout the year to reflect your monitoring, feedback, and adjustment process.

Person/Team Responsible

Action Steps

Due Date/Frequency

Grade level teams

Re-establish common routines and expectations and identify Tier 2 supports for students in these two groups at the beginning of the year, based on past data

High focus in September & October and on-going through the year

Grade level teams/Admin

Review past data on identified students. Admin created a spreadsheet to easily track and share this data with grade level teams.

At outset of year and after each progress/grading period in grade level team meetings

Professional learning communities

Re-establish pacing guides and course sequencing, adjusting to new schedule with 43 minute periods

At outset of year

Professional learning communities, Professional Learning Lead

Focus on identified WICOR strategies.

• Writing: Focused note taking
• Inquiry: Higher level thinking strategies
• Collaboration: establish school-wide protocols and roles for group work
• Organization: increase our focus in House and schoolwide on binder organization and planners
• Reading: Academic vocabulary, content area literacy requires comprehension of academic vocabulary

PLCs meet twice monthly, These WICOR strategies appear on Roosevelt’s Professional Learning plan and are topics for our monthly professional learning meetings on Wednesday after school

Roosevelt teaching staff/Admin

In our classrooms, focus on reaching the identified students culturally and linguistically. Current students with a shared cultural background could be paired with students who are new to support. Community is at the heart of this. Center these students and identify their identity and culture so these students see themselves in our school, in our classrooms, in our curriculum… pictures in the classroom reflect the students, their culture, and their identity.

On going, will be a standing PLC agenda item

House Advisors

During Tuesday Check & Connect time in House, House Advisors conduct explicit and positive focused check-ins with students identified in our SCIP plan. Focus on support needed, building relationships, and creating a sense of belonging for these students.

Tuesdays in House

Admin & counselors lead with attending teachers support

Hold inclusive, staffing meetings with families with the intention of building positive relationships and fostering a home-school connection.

On-going with a focus on holding meetings in the fall to initiate early intervention and building of relationships with family

Student intervention team

Design interventions in SIT w/support of Access Center staff, Counselors, Admin, and Affinity Group leaders.

On going, Student intervention team meets twice monthly

Goal 2 Data Review: Baseline 

For this goal, what is the initial data that identifies the inequity?  This data should be able to be tracked for growth at least 3 times through the year.

Roosevelt’s students with IEPs and Hispanic/Latinx students have a higher rate of failing academic grades in their CORE academic classes than our student population as a whole. This was true in 22-23 and again in 23-24, even after we focused on reducing the number of failing grades for these groups in our 23-24 SCIP.

Goal 2 Data Review: 1st review date

Has progress been made?  Do you need to adjust your strategic plan? If so, add/revise action steps in the table above and summarize the changes here.

This data, along with student specific data, is being shared, reviewed, and discussed with the Equity and Inclusion team, Grade Level Teams, and PLCs. The teams are working on next steps. One item the staff is currently addressing is the explicit teaching of academic vocabulary. RMS December professional learning time was focused on this topic, and we will continue our focus on this topic in January. In addition, in January, the staff plans to review and discuss strategies for more effectively supporting students with disabilities.

Goal 2 Data Review: 2nd review date

Has progress been made?  Do you need to adjust your strategic plan? If so, add/revise action steps in the table above and summarize the changes here.

Goal 2 Data Review: 3rd review date

Has progress been made?  Do you need to adjust your strategic plan? If so, add/revise action steps in the table above and summarize the changes here.

SMARTE Goal 3: (aligned with “timely communication and meaningful community engagement”) This goal will be copied/pasted into the “Presentation Plan”. Please be sure that the language here matches the language you are copying/pasting.

By June 2025, Roosevelt will reduce the number of incidents of documented and addressed identity-based harassment and bullying (race/ethnicity, gender expression, ability) by 20% from the previous year.  

What is your plan to meet the goal? Write a “theory of action” statement that follows the model in the SCIP guidelines.

Based on a closer examination of our identity based referrals, we noticed that students in all historically underserved populations were experiencing harassment at Roosevelt. We wonder if any/all of the following factors contribute to this problem: students not feeling a sense of belonging and connection to the school community, students not understanding the impact of their actions on individual students, students being exposed to racist content on social media, students being afraid to stick up for each due to fear of being called out on social media. Based on our exploration of this problem, we believe that, if we foster a culture and climate of acceptance and belonging, help students develop empathy and compassion with each other, take a restorative and teaching approach when responding to incidents, involve families early when responding to incidents, and reduce the use of social media at school, our school will be safer and more connected and students will achieve to a greater extent, which will result in a continued reduction in identity based referrals.

Strategic Plan Action Steps for Goal 3

This section should be updated throughout the year to reflect your monitoring, feedback, and adjustment process.

Person/Team Responsible

Action Steps

Due Date/Frequency

Climate & Culture team

House lessons, focus on commitment statement, re-establish Sources and No Place For Hate, use specific Wayfinder lessons, and continue three-pronged approach: education + reconciliation, parent communication, student support as informed in Student Support Matrix.

On going, beginning in September

Counselors, Access Center staff

Implement social skills groups focusing on compassion, empathy, conflict resolution, and education

On going, one of our Access Teachers focuses on this during House

Admin, counselors

Use incidents of identity based harassment as opportunities to respond and teach, incorporate student’s families into our responses, provide students with teaching materials to broaden their perspective and build empathy

On going as incidents occur

Goal 3 Data Review: Baseline 

For this goal, what is the initial data that identifies the inequity?  This data should be able to be tracked for growth at least 3 times through the year.

In 2023-24, by June 2024, RMS had 25 identity based harassment referrals.

• By December of 2023, RMS had 13 identity based harassment referrals
• By March of 2024, RMS had 23 identity based harassment referrals
• By June of 2024, RMS had 25 identity based harassment referrals

Goal 3 Data Review: 1st review date

Has progress been made?  Do you need to adjust your strategic plan? If so, add/revise action steps in the table above and summarize the changes here.

1. In the 23-24 school year, RMS had 13 Identify based referrals by end of Q1.
2. In the 24-25 school year, RMS had 7 Identify based referrals by end of Q1.

Goal 3 Data Review: 2nd review date

Has progress been made?  Do you need to adjust your strategic plan? If so, add/revise action steps in the table above and summarize the changes here.

Goal 3 Data Review: 3rd review date

Has progress been made?  Do you need to adjust your strategic plan? If so, add/revise action steps in the table above and summarize the changes here.

Goal 1

Data Set: Hoonuit Attendance Data         

Focal Student Group(s) Black/African American students, Hispanic/Latinx students

SMARTE Goal:

By June 2025, to support the participation, representation and connection of our Black/African American Families and Hispanic families, Roosevelt will decrease the rate of chronic absenteeism (students attending below 90%) for each group by 10%

• For Black/African American students from 30% chronic absenteeism to 20%.
• For Hispanic students from 37% to 27%                

Goal 2

Data Set: Grades tracked at progress/grading reports in spreadsheet, linked here        

Focal Student Group(s) Students with IEPs, Hispanic/Latinx students 

SMARTE Goal:

By June 2025, Roosevelt students with IEPs and students who identify as Hispanic/Latinx will reduce the number of failing grades in core academic classes by 25%.

Goal 3

Data Se: Referrals tracked at progress/grading reports in spreadsheet, linked here         

Focal Student Group(s) Race/ethnicity, gender expression, ability

SMARTE Goal:

By June 2025, Roosevelt will reduce the number of incidents of documented and addressed identity-based harassment and bullying (race/ethnicity, gender expression, ability) by 20% from the previous year.          

What are some of the particular strengths of AVID Schoolwide Instruction at your school?

• AVID professional development implemented throughout the year: WICOR strategies
• WICOR strategies used during building professional learning
• WICOR strategies implemented across all content areas
• AVID strategies are embedded in RMS Walkthrough form
• Planners utilized schoolwide and checked in House/Advisory

What aspects of AVID Schoolwide Instruction have room for growth at your school?

• Schoolwide binder organization
• Academic vocabulary explicitly taught
• Focus on inquiry strategies across the curriculum
• Focus on collaborative structures, such as establishing common group protocols
• Focus on establishing clear expectations for laptop use

How might you address these in your Site Plan?

• Implement binder checks in House/Advisory
• Academic vocabulary, inquiry strategies, and establishing group protocols are on Roosevelt’s professional learning plan

Based on the strengths and weaknesses of your building’s AVID schoolwide Instruction, what is your goal that aligns with the Superintendent’s “3 big rocks?”

• By June 2025, Roosevelt students with IEPs and students who identify as Hispanic/Latinx will reduce the number of failing grades in core academic classes by 25%.

What are some of the particular strengths of AVID Schoolwide Systems at your school?

• Both AVID Elective teachers actively participate on the AVID Site Team and in AVID events
• Roosevelt has 2 elective classes: 7th/8th
• 6th grade Empower class focuses on AVID strategies

What aspects of AVID Schoolwide Systems have room for growth at your school?

• Further development of tutorial use in our AVID elective classes

How might you address these in your Site Plan?

• Work with AVID elective teachers to develop peer tutorial leaders

Based on the strengths and weaknesses of your building’s AVID Schoolwide Systems, what is your goal that aligns with the superintendent’s “3 big rocks?”

• By June 2025, Roosevelt students with IEPs and students who identify as Hispanic/Latinx will reduce the number of failing grades in core academic classes by 25%.

What are some of the particular strengths of AVID Schoolwide Leadership at your school?

• AVID Site Coordinators attend Equity and Inclusion Leadership team meetings
• AVID Site Coordinators and principal meet regularly
• AVID/WICOR strategies are embedded into our School Continuous Improvement Plan and are a primary focus of our professional learning

What aspects of AVID Schoolwide Leadership have room for growth at your school?

• Regularly provide opportunities for AVID Site Coordinators to update the Equity and Inclusion team

How might you address these in your Site Plan?

• Ensure this is an on-going agenda item at Equity and Inclusion team meetings

Based on the strengths and weaknesses of your building’s AVID Schoolwide Leadership, what is your goal that aligns with the superintendent’s “3 big rocks?”

• By June 2025, Roosevelt students with IEPs and students who identify as Hispanic/Latinx will reduce the number of failing grades in core academic classes by 25%.

What are some of the particular strengths of AVID Schoolwide Culture at your school?

• Use of WICOR strategies school-wide and rigorous instructional practices

What aspects of AVID Schoolwide Culture have room for growth at your school?

• Enhance our focus on college and career readiness

How might you address these in your Site Plan?

• Display college pennants, banners, posters, or other décor in classrooms throughout the school.
• College swag days
• AVID elective field trips to local colleges and CTE programs

Based on the strengths and weaknesses of your building’s AVID Schoolwide Culture, what is your goal that aligns with the superintendent’s “3 big rocks?”

• By June 2025, Roosevelt students with IEPs and students who identify as Hispanic/Latinx will reduce the number of failing grades in core academic classes by 25%.

Instruction

Systems

Leadership

Culture

Total: