ARPA Survey

ARPA dollars should be prioritized first to address the needs of students who are least proficient, by implementing an aggressive district-wide plan of action with specific goals and benchmarks by student groups, early warning indicator systems that promote targeted engagement strategies and recovery planning, with regular report outs back to the public on progress made in eliminating achievement gaps and ensuring access to equitable instruction in mastering academic standard English. *

The academic success of students correlates directly to low teacher expectations and the way in which school staff members behave in the classroom. Negative stereotypes, implicit biases and racism are dangerous and becomeing increasingly normalized. Implementing strategies such as TESA (Teacher Expectations and Student Achievement) apply high expectations and positive strategies designed to encourage equitable interaction with all students resulting in a rise in student achievement. *

Restructure classroom instruction and focus instruction on priority standards and acceleration, which should be literacy first. Align CCSD Focus 2024 plan with a new two year accelerated plan towards eliminating the proficiency gaps and getting students on track. Center proficiency gaps as a racial justice issue. *

CCSD as a district, including school site principals should expand effrots to increase the diversity of both their teaching and administrative staff to reflect an inclusive school climate, and promote professional development around cultural proficiency, including central office cabinet level and decision-making positions that directly impact curriculum and student achievement. *

I believe CCSD will value my opinions and suggestions in this process, and will incorporate community input into their final plan, giving fair representation and weight to those minority and underrepresented voices, often marginalized by majority groups, when decisions are being made based on popular vote. *

If you are an educator, please answer following 2 ?'s:

What types of professional learning will support you as a teacher to move forward student achievement? *

Recognizing that not all students have sufficient or the ability to read at home, more time should be carved out during a school day for literacy instruction and for students to read, based on their individual academic needs and without labeling students with a stigma. *

Many African American learners speak a second language referred to as AAVE (African American Vernacular English) and should therefore have the same access to tools/resources and opportunities as other second language learners are provided in CCSD, in their efforts to master standard academic English and eliminate student literacy gaps. *

CCSD has a responsibility to address the needs of our African American students, who want to succeed and only need the opportunity available to them. Therefore, it is critical that ACCESS to those same opportunities accessible to other students, as historically identified, are addressed by dismantling systems/processes that create racial disparity, and instead scale up and create equitable pathways in a safe and welcoming learning environment. *

While schools and districts work to ensure a physically safe learning environment, they should work just as urgently to understand students' social, emotional, mental health, and academic needs and identify multitiered strategies such as SEL (Social Emotional Learning) to address those needs on school campus that keep students in school, and direct access to mental health professionals when in crisis (or as needed) at the school site, such as telemedical/video access via school laptop/tablet. *

It is important that CCSD implement multi-cultural academic standards adopted by DOE as passed by the Nevada Legislature in 2015 in CCSD curriculum, to provide a more welcoming and inclusive school climate reflective of a culturally diverse student population. *

My community (Black POC) is included and well represented on the decision making Planning Team and will benefit from initial discussions and decisions made, prior to their community input meeting requests. *

What supports do you need as a school administrator/principal to move teachers and students from where they are to instructional/academic success *

American Recovery Plan Act Survey - CCBC