Enhance Student and Staff Safety and Well-being
Goal: Because students and staff cannot thrive if they are not physically or emotionally safe, we must approach the well-being and safety of our students and staff as a collaborative effort, convening key internal and external stakeholders to assess and improve opportunities to engage in healthy, meaningful activities which will foster positive mindsets.
Action Items
3.1 Audit safety initiatives across all schools and district offices
3.2 Develop short- and long-term safety and security recommendations with cost projections
3.3 Assess district and school climate and perception data to identify areas of need and provide additional support
3.4 Assess the district approach to student and staff mental health support and identify areas of improvement
3.5 Engage external organizations to cooperatively address absenteeism, homelessness, emergency needs,
and after-school programs
3.6 Identify opportunities to expand summer, after-school, and co-curricular opportunities with community partners
3.7 Analyze attendance, discipline, and dropout data to provide targeted school support in these areas as needed
3.8 Evaluate investments in restorative practices and PBIS programs
Project Metrics
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| 3. Enhance Student and Staff Safety and Well-being | |
|---|---|
| Action Item | Progress Metric |
| 3.1 Audit safety initiatives | Completion of audit, # of improvements made |
| 3.2 Develop safety/security recommendations | Cost projections completed, approval rate |
| 3.3 Assess school climate and perception data |
% improvement in survey results |
| 3.4 Mental health support evaluation | Identified gaps addressed, increased access to services |
| 3.5 Engage external organizations | # of partnerships and students supported |
| 3.6 Expand co-curricular opportunities | Increase in student participation |
|
3.7 Analyze attendance, discipline, dropout data |
Reduction in chronic absenteeism and suspensions |
| 3.8 Evaluate restorative practices and PBIS | % of schools implementing effectively |