TROY SCHOOL DISTRICT is committed to sustaining a diverse and inclusive community in which each member is respected and valued. We believe that a diversity of voices and backgrounds enriches the educational experience by encouraging variety of thought, social awareness, and a creative exchange of ideas. An important goal of a Troy School District education is to provide our students with a global perspective to navigate an increasingly interconnected world. All members of the TSD community share a collective responsibility to teach acceptance and embrace differences in order to learn and flourish in an inclusive community.
We believe that a diversity of voices and backgrounds enriches the educational experience.
~ Diversity & Inclusion Committee
Equity & Inclusion Diagnostic Survey Results
- Survey
- Overall Perception
- Survey Respondents
- Safety Results
- Discipline Results
- Key Findings
- Additional Information
Survey
In Spring 2021, Troy School District (TSD) invited students, parents, and staff members to participate in a survey gathering stakeholder perceptions of the district's efficacy in key equity-related areas. TSD will use the survey results to inform priorities and goals for the present and future school years.
Overall Perception
Overall Perceptions:
Most respondents agree that schools support individuals from diverse backgrounds. Fewer agree that this support extends to individuals with different sexual orientations or gender identities or expressions.
White respondents view schools' support more positively than Black or African American respondents across all forms of diversity, with the differences most pronounced in the context of race/ethnicity, gender identities or expressions, and sexual orientation. However, differences in perceptions are not as pronounced between White and other racve/ethnicity groups.
Survey Respondents
White respondents view schools' support more positively than Black or African American respondents across all forms of diversity, with the differences most pronounced in the context of race/ethnicity, gender identities or expressions, and sexual orientation. However, differences in perceptions are not as pronounced between White and other racve/ethnicity groups.
Safety Results
Safety:
More generally, repondents agree that schools are safe, well-maintained, and meet the needs of all students. Students generally have lower perceptions of stafety at school compared to parents and staff.
About one-third of respondents agree that bullying is a problem at school. Overall, students are more likely to agree that bullying is a problem than parents or staff.
Aceross all positivbe statements, Black or African American respondents are less prevelent than White respondent. Similarly, a greater percentage of Black or African American respondents agree that bullying is a problem.
Discipline Results
Discipline:
Most students, parents, and staff report positive perceptions of hte disciplinary practices at their school, such as clearly communicating rules and consequences of rule-breaking and encouraging students to learn from their mistakes. Respondents overall are slightly less likely to agree that students have the same consequences regardless of their backgorund.
Black or African American respondents are less lilkely to agree with all disciplinbe-related statements copmpared to White respondents. The gretest difference cam ein agreement that schools make sure students have the same consequences regardless of background, with only slightly more than half of Black or African American respondents agreeing.
Key Findings
Hanover finds consistent opportunity gaps in academic, behavioral, and program enrollment outcomes among students in Troy School District (TSD). From 2019-2021, the following student groups were persistently underrepresented in many of the student success outcomes (and, conversely, overrepresented in many of the early warning indicator outcomes): Black or African American (Black) students, Hispanic/Latino (Hispanic) Students, economically disadvantaged studnets, linited English proficiency (LEP) students, and students with physical or learning disabilities.
-
The representation of these student groups among students experiencing successful outcomes was less than the group's share in the population overall.
-
Poverty is a likely driver of many of these gaps. For instance, Black students are significantly more likely to be economically disadvantaged gthan White students, while Black students who are not economically disadvantaged outperform both Black and White students who are.
LEP Students have better disciplinary outcomes than their non-LEP peers. However, they were underrepresntated among students with desirable testing and attendanace outcomes. The rate of LEP students who have ever been cited for a disciplinary incident within a school year is less their peers. However, they were more likely to be chronically absent and significantly less likely to take the SAT or achive proficiency on assessments. LEP students were about a th8ird as likely to take advanced coursew0ork as non-LEP.
Additional Information
- ORGANIZATIONAL CULTURE & CLIMATE
- STAFF DIVERSITY
- PROFESSIONAL DEVELOPMENT
- CURRICULUM
- EQUITABLE DISCIPLINE PRACTICES
- RESTORATIVE PRACTICES
- COMMUNITY COLLABORATION
- SUPPORT FOR STUDENTS & STAFF
ORGANIZATIONAL CULTURE & CLIMATE
Built upon principles of inclusion and equity, the TROY SCHOOL DISTRICT's (Diversity & Inclusion Call to Action) guides all system actions and decisions toward ensuring the academic success and social-emotional well-being for each student in an inclusive and nurturing environment. Our system’s commitment to eliminating disparities in access, opportunity and inclusion will be the key to closing achievement and opportunity gaps and providing the nurturing and supportive school environment that every student deserves.
The Superintendent and Board of Education members are personally committed to ensuring that no member of the TROY SCHOOL DISTRICT or community will be the victim of disrespectful treatment or intolerance. Following all major national, international or local episodes of intolerance or hatred, Superintendent Dr. Richard Machesky has issued statements to emphasize the importance of community inclusion and mutual respect. Examples include responses to hateful incidents jointly issued with the Board of Education which definitively outlined the consequences that will follow all incidents of hatred. Other responses included a statement of solidarity throughout the district and the community.
The Board passed a resolution (if the BOE passed a resolution or made a statement, we should acknowledge it here)
The Board annually issues proclamations underscoring the important contributions and heritage of diverse groups in across the TROY SCHOOL DISTRICT.
- African American History Month
- Arab American Heritage Month
- Hispanic Heritage Month
- LGBTQ+ History Month
- Native American History Month
STAFF DIVERSITY
Higher levels of staff diversity lead to diverse viewpoints and perspectives, which add value to all school communities. When students see their identities reflected in their teachers and other school staff, they are more engaged in learning and improve academically, social-emotionally and behaviorally. The TROY SCHOOL DISTRICT continues to work toward bringing staff diversity into line with the diversity of our student body, and to enhance efforts towards ensuring a wider pool of highly qualified prospective candidates amidst a severe shortage of teachers regionally and nationally.
Our Superintendent, Dr. Richard Machesky, meets regularly with Administrators, Advisory Groups, Staff and the Curriculum Department. Each group provides feedback and recommendations regarding programs and processes and identifies opportunities for improvement.
Focused efforts toward diversifying the workforce are showing promising results. (if we have a breakdown of new hires or how diverse the staff is, we can add it here or create a graphic to show the diversity.)
PROFESSIONAL DEVELOPMENT
Professional learning is essential to organizational development, and high quality professional learning experiences are essential to instilling the tenets of diversity, equity, and inclusion. Staff who are well trained in diversity, equity and inclusion are more effective in their roles, and support the establishment of school and office cultures that provide more inclusive, engaging and supportive learning environments where the dignity of all is valued. Quality instruction is improved by supporting the development of culturally responsive teachers who have access to a strong set of diverse, district-provided instructional resources.
A focus on equity is incorporated into every administrator’s full year evaluation. At the onset of a full evaluation year, school-based leaders identify key actions that will be taken to foster an equitable learning environment for all students. In addition, school-based leaders have engaged in regular professional learning focused on diversity, equity, and inclusion as well as effective discipline practices.
Newly added or updated staff training sessions include:
- List trainings
CURRICULUM
EQUITABLE DISCIPLINE PRACTICES
Equitable and restorative discipline practices support students’ access to a well-rounded curriculum and opportunities, which ultimately lead to graduation and long-term success. The TROY SCHOOL DISTRICT is committed to reducing disproportionality in implementing discipline, including reducing the need for disciplinary actions, ensuring consistency in suspension usage, and to meet school quality targets for discipline proportionality that are included in all School Improvement Plans (SIPs). Additions to staffing and resources to support student mental health are giving more students full access to the supports they need, and helping to reduce the stressors that can lead to discipline issues.
All TSD Schools develop and implement a school improvement plan. A central component of each school’s plan is identifying root causes and developing specific strategies to address the causes. Professional learning in restorative practices and discipline alternatives have been addressed with all school administrators.
RESTORATIVE PRACTICES
The TROY SCHOOL DISTRICT has accelerated the application of restorative justice practices as a primary, long-term strategy for achieving higher levels of student engagement and achievement, narrowing achievement gaps among student groups, and ensuring nurturing, inclusive and safe learning environments for all students. These practices build healthy relationships based on empathy between students and staff, and among adults in the school community, which are fundamental to learning engagement.
The majority of schools are implementing restorative work, and many have made significant progress in establishing restorative school cultures. Examples of the wide variety of restorative processes in place include staff training sessions; restorative discipline practices; community-building circles based on focus areas such as peace, instruction, and other topics of mutual importance to staff, students and community stakeholders; restorative gatherings such as morning meditations and restorative conversations; assigning a teacher-on-call to assist students needing extra support; regular check-in circles for students having challenges; and restorative parent-teacher-student conferences.
The elevation of student voice is a fundamental strategy for schools to establish a restorative climate. Student voice circles and other initiatives deepen staff members’ understanding of student perspectives, increase students’ role in school leadership, and inform teaching and learning experiences that are engaging and inspiring.
COMMUNITY COLLABORATION
The TROY SCHOOL DISTRICT recognizes that advancing system goals for diversity, equity and inclusion will require the ongoing support and collaboration among all members of the community. We value the partnership of local organizations, volunteers and supporters in providing input to system decisions, supporting students and staff, and advocating for policies and funding in support of our mutual goals.
- The Superintendent’s Advisory Group, comprising staff, students, and community members, represents a wide range of perspectives and advises on systemic efforts as they relate to diversity, equity, and inclusion.
- Add additional community groups or actions here.
SUPPORT FOR STUDENTS & STAFF
The TROY SCHOOL DISTRICT strives for “equity,” rather than “equality” in providing supports, because each student and staff member has unique challenges and requires individualized services and supports to achieve their goals.
- A new Facilitator of Diversity, Equity, and Inclusion position has been established in the Teaching & Learning Department to support early intervention service initiatives in collaboration with the Office of Diversity, Equity and Inclusion.
- List all support groups or initiatives here
Equity & Inclusion Diagnostic Survey Results
- Survey
- Overall Perception
- Survey Respondents
- Safety Results
- Discipline Results
- Key Findings
- Additional Information
Survey
In Spring 2021, Troy School District (TSD) invited students, parents, and staff members to participate in a survey gathering stakeholder perceptions of the district's efficacy in key equity-related areas. TSD will use the survey results to inform priorities and goals for the present and future school years.
Overall Perception
Overall Perceptions:
Most respondents agree that schools support individuals from diverse backgrounds. Fewer agree that this support extends to individuals with different sexual orientations or gender identities or expressions.
White respondents view schools' support more positively than Black or African American respondents across all forms of diversity, with the differences most pronounced in the context of race/ethnicity, gender identities or expressions, and sexual orientation. However, differences in perceptions are not as pronounced between White and other racve/ethnicity groups.
Survey Respondents
White respondents view schools' support more positively than Black or African American respondents across all forms of diversity, with the differences most pronounced in the context of race/ethnicity, gender identities or expressions, and sexual orientation. However, differences in perceptions are not as pronounced between White and other racve/ethnicity groups.
Safety Results
Safety:
More generally, repondents agree that schools are safe, well-maintained, and meet the needs of all students. Students generally have lower perceptions of stafety at school compared to parents and staff.
About one-third of respondents agree that bullying is a problem at school. Overall, students are more likely to agree that bullying is a problem than parents or staff.
Aceross all positivbe statements, Black or African American respondents are less prevelent than White respondent. Similarly, a greater percentage of Black or African American respondents agree that bullying is a problem.
Discipline Results
Discipline:
Most students, parents, and staff report positive perceptions of hte disciplinary practices at their school, such as clearly communicating rules and consequences of rule-breaking and encouraging students to learn from their mistakes. Respondents overall are slightly less likely to agree that students have the same consequences regardless of their backgorund.
Black or African American respondents are less lilkely to agree with all disciplinbe-related statements copmpared to White respondents. The gretest difference cam ein agreement that schools make sure students have the same consequences regardless of background, with only slightly more than half of Black or African American respondents agreeing.
Key Findings
Hanover finds consistent opportunity gaps in academic, behavioral, and program enrollment outcomes among students in Troy School District (TSD). From 2019-2021, the following student groups were persistently underrepresented in many of the student success outcomes (and, conversely, overrepresented in many of the early warning indicator outcomes): Black or African American (Black) students, Hispanic/Latino (Hispanic) Students, economically disadvantaged studnets, linited English proficiency (LEP) students, and students with physical or learning disabilities.
-
The representation of these student groups among students experiencing successful outcomes was less than the group's share in the population overall.
-
Poverty is a likely driver of many of these gaps. For instance, Black students are significantly more likely to be economically disadvantaged gthan White students, while Black students who are not economically disadvantaged outperform both Black and White students who are.
LEP Students have better disciplinary outcomes than their non-LEP peers. However, they were underrepresntated among students with desirable testing and attendanace outcomes. The rate of LEP students who have ever been cited for a disciplinary incident within a school year is less their peers. However, they were more likely to be chronically absent and significantly less likely to take the SAT or achive proficiency on assessments. LEP students were about a th8ird as likely to take advanced coursew0ork as non-LEP.
Additional Information
- ORGANIZATIONAL CULTURE & CLIMATE
- STAFF DIVERSITY
- PROFESSIONAL DEVELOPMENT
- CURRICULUM
- EQUITABLE DISCIPLINE PRACTICES
- RESTORATIVE PRACTICES
- COMMUNITY COLLABORATION
- SUPPORT FOR STUDENTS & STAFF
ORGANIZATIONAL CULTURE & CLIMATE
Built upon principles of inclusion and equity, the TROY SCHOOL DISTRICT's (Diversity & Inclusion Call to Action) guides all system actions and decisions toward ensuring the academic success and social-emotional well-being for each student in an inclusive and nurturing environment. Our system’s commitment to eliminating disparities in access, opportunity and inclusion will be the key to closing achievement and opportunity gaps and providing the nurturing and supportive school environment that every student deserves.
The Superintendent and Board of Education members are personally committed to ensuring that no member of the TROY SCHOOL DISTRICT or community will be the victim of disrespectful treatment or intolerance. Following all major national, international or local episodes of intolerance or hatred, Superintendent Dr. Richard Machesky has issued statements to emphasize the importance of community inclusion and mutual respect. Examples include responses to hateful incidents jointly issued with the Board of Education which definitively outlined the consequences that will follow all incidents of hatred. Other responses included a statement of solidarity throughout the district and the community.
The Board passed a resolution (if the BOE passed a resolution or made a statement, we should acknowledge it here)
The Board annually issues proclamations underscoring the important contributions and heritage of diverse groups in across the TROY SCHOOL DISTRICT.
- African American History Month
- Arab American Heritage Month
- Hispanic Heritage Month
- LGBTQ+ History Month
- Native American History Month
STAFF DIVERSITY
Higher levels of staff diversity lead to diverse viewpoints and perspectives, which add value to all school communities. When students see their identities reflected in their teachers and other school staff, they are more engaged in learning and improve academically, social-emotionally and behaviorally. The TROY SCHOOL DISTRICT continues to work toward bringing staff diversity into line with the diversity of our student body, and to enhance efforts towards ensuring a wider pool of highly qualified prospective candidates amidst a severe shortage of teachers regionally and nationally.
Our Superintendent, Dr. Richard Machesky, meets regularly with Administrators, Advisory Groups, Staff and the Curriculum Department. Each group provides feedback and recommendations regarding programs and processes and identifies opportunities for improvement.
Focused efforts toward diversifying the workforce are showing promising results. (if we have a breakdown of new hires or how diverse the staff is, we can add it here or create a graphic to show the diversity.)
PROFESSIONAL DEVELOPMENT
Professional learning is essential to organizational development, and high quality professional learning experiences are essential to instilling the tenets of diversity, equity, and inclusion. Staff who are well trained in diversity, equity and inclusion are more effective in their roles, and support the establishment of school and office cultures that provide more inclusive, engaging and supportive learning environments where the dignity of all is valued. Quality instruction is improved by supporting the development of culturally responsive teachers who have access to a strong set of diverse, district-provided instructional resources.
A focus on equity is incorporated into every administrator’s full year evaluation. At the onset of a full evaluation year, school-based leaders identify key actions that will be taken to foster an equitable learning environment for all students. In addition, school-based leaders have engaged in regular professional learning focused on diversity, equity, and inclusion as well as effective discipline practices.
Newly added or updated staff training sessions include:
- List trainings
CURRICULUM
EQUITABLE DISCIPLINE PRACTICES
Equitable and restorative discipline practices support students’ access to a well-rounded curriculum and opportunities, which ultimately lead to graduation and long-term success. The TROY SCHOOL DISTRICT is committed to reducing disproportionality in implementing discipline, including reducing the need for disciplinary actions, ensuring consistency in suspension usage, and to meet school quality targets for discipline proportionality that are included in all School Improvement Plans (SIPs). Additions to staffing and resources to support student mental health are giving more students full access to the supports they need, and helping to reduce the stressors that can lead to discipline issues.
All TSD Schools develop and implement a school improvement plan. A central component of each school’s plan is identifying root causes and developing specific strategies to address the causes. Professional learning in restorative practices and discipline alternatives have been addressed with all school administrators.
RESTORATIVE PRACTICES
The TROY SCHOOL DISTRICT has accelerated the application of restorative justice practices as a primary, long-term strategy for achieving higher levels of student engagement and achievement, narrowing achievement gaps among student groups, and ensuring nurturing, inclusive and safe learning environments for all students. These practices build healthy relationships based on empathy between students and staff, and among adults in the school community, which are fundamental to learning engagement.
The majority of schools are implementing restorative work, and many have made significant progress in establishing restorative school cultures. Examples of the wide variety of restorative processes in place include staff training sessions; restorative discipline practices; community-building circles based on focus areas such as peace, instruction, and other topics of mutual importance to staff, students and community stakeholders; restorative gatherings such as morning meditations and restorative conversations; assigning a teacher-on-call to assist students needing extra support; regular check-in circles for students having challenges; and restorative parent-teacher-student conferences.
The elevation of student voice is a fundamental strategy for schools to establish a restorative climate. Student voice circles and other initiatives deepen staff members’ understanding of student perspectives, increase students’ role in school leadership, and inform teaching and learning experiences that are engaging and inspiring.
COMMUNITY COLLABORATION
The TROY SCHOOL DISTRICT recognizes that advancing system goals for diversity, equity and inclusion will require the ongoing support and collaboration among all members of the community. We value the partnership of local organizations, volunteers and supporters in providing input to system decisions, supporting students and staff, and advocating for policies and funding in support of our mutual goals.
- The Superintendent’s Advisory Group, comprising staff, students, and community members, represents a wide range of perspectives and advises on systemic efforts as they relate to diversity, equity, and inclusion.
- Add additional community groups or actions here.
SUPPORT FOR STUDENTS & STAFF
The TROY SCHOOL DISTRICT strives for “equity,” rather than “equality” in providing supports, because each student and staff member has unique challenges and requires individualized services and supports to achieve their goals.
- A new Facilitator of Diversity, Equity, and Inclusion position has been established in the Teaching & Learning Department to support early intervention service initiatives in collaboration with the Office of Diversity, Equity and Inclusion.
- List all support groups or initiatives here
Equity & Inclusion Diagnostic Survey Results
- Survey
- Overall Perception
- Survey Respondents
- Safety Results
- Discipline Results
- Key Findings
- Additional Information
Survey
In Spring 2021, Troy School District (TSD) invited students, parents, and staff members to participate in a survey gathering stakeholder perceptions of the district's efficacy in key equity-related areas. TSD will use the survey results to inform priorities and goals for the present and future school years.
Overall Perception
Overall Perceptions:
Most respondents agree that schools support individuals from diverse backgrounds. Fewer agree that this support extends to individuals with different sexual orientations or gender identities or expressions.
White respondents view schools' support more positively than Black or African American respondents across all forms of diversity, with the differences most pronounced in the context of race/ethnicity, gender identities or expressions, and sexual orientation. However, differences in perceptions are not as pronounced between White and other racve/ethnicity groups.
Survey Respondents
White respondents view schools' support more positively than Black or African American respondents across all forms of diversity, with the differences most pronounced in the context of race/ethnicity, gender identities or expressions, and sexual orientation. However, differences in perceptions are not as pronounced between White and other racve/ethnicity groups.
Safety Results
Safety:
More generally, repondents agree that schools are safe, well-maintained, and meet the needs of all students. Students generally have lower perceptions of stafety at school compared to parents and staff.
About one-third of respondents agree that bullying is a problem at school. Overall, students are more likely to agree that bullying is a problem than parents or staff.
Aceross all positivbe statements, Black or African American respondents are less prevelent than White respondent. Similarly, a greater percentage of Black or African American respondents agree that bullying is a problem.
Discipline Results
Discipline:
Most students, parents, and staff report positive perceptions of hte disciplinary practices at their school, such as clearly communicating rules and consequences of rule-breaking and encouraging students to learn from their mistakes. Respondents overall are slightly less likely to agree that students have the same consequences regardless of their backgorund.
Black or African American respondents are less lilkely to agree with all disciplinbe-related statements copmpared to White respondents. The gretest difference cam ein agreement that schools make sure students have the same consequences regardless of background, with only slightly more than half of Black or African American respondents agreeing.
Key Findings
Hanover finds consistent opportunity gaps in academic, behavioral, and program enrollment outcomes among students in Troy School District (TSD). From 2019-2021, the following student groups were persistently underrepresented in many of the student success outcomes (and, conversely, overrepresented in many of the early warning indicator outcomes): Black or African American (Black) students, Hispanic/Latino (Hispanic) Students, economically disadvantaged studnets, linited English proficiency (LEP) students, and students with physical or learning disabilities.
-
The representation of these student groups among students experiencing successful outcomes was less than the group's share in the population overall.
-
Poverty is a likely driver of many of these gaps. For instance, Black students are significantly more likely to be economically disadvantaged gthan White students, while Black students who are not economically disadvantaged outperform both Black and White students who are.
LEP Students have better disciplinary outcomes than their non-LEP peers. However, they were underrepresntated among students with desirable testing and attendanace outcomes. The rate of LEP students who have ever been cited for a disciplinary incident within a school year is less their peers. However, they were more likely to be chronically absent and significantly less likely to take the SAT or achive proficiency on assessments. LEP students were about a th8ird as likely to take advanced coursew0ork as non-LEP.
Additional Information
- ORGANIZATIONAL CULTURE & CLIMATE
- STAFF DIVERSITY
- PROFESSIONAL DEVELOPMENT
- CURRICULUM
- EQUITABLE DISCIPLINE PRACTICES
- RESTORATIVE PRACTICES
- COMMUNITY COLLABORATION
- SUPPORT FOR STUDENTS & STAFF
ORGANIZATIONAL CULTURE & CLIMATE
Built upon principles of inclusion and equity, the TROY SCHOOL DISTRICT's (Diversity & Inclusion Call to Action) guides all system actions and decisions toward ensuring the academic success and social-emotional well-being for each student in an inclusive and nurturing environment. Our system’s commitment to eliminating disparities in access, opportunity and inclusion will be the key to closing achievement and opportunity gaps and providing the nurturing and supportive school environment that every student deserves.
The Superintendent and Board of Education members are personally committed to ensuring that no member of the TROY SCHOOL DISTRICT or community will be the victim of disrespectful treatment or intolerance. Following all major national, international or local episodes of intolerance or hatred, Superintendent Dr. Richard Machesky has issued statements to emphasize the importance of community inclusion and mutual respect. Examples include responses to hateful incidents jointly issued with the Board of Education which definitively outlined the consequences that will follow all incidents of hatred. Other responses included a statement of solidarity throughout the district and the community.
The Board passed a resolution (if the BOE passed a resolution or made a statement, we should acknowledge it here)
The Board annually issues proclamations underscoring the important contributions and heritage of diverse groups in across the TROY SCHOOL DISTRICT.
- African American History Month
- Arab American Heritage Month
- Hispanic Heritage Month
- LGBTQ+ History Month
- Native American History Month
STAFF DIVERSITY
Higher levels of staff diversity lead to diverse viewpoints and perspectives, which add value to all school communities. When students see their identities reflected in their teachers and other school staff, they are more engaged in learning and improve academically, social-emotionally and behaviorally. The TROY SCHOOL DISTRICT continues to work toward bringing staff diversity into line with the diversity of our student body, and to enhance efforts towards ensuring a wider pool of highly qualified prospective candidates amidst a severe shortage of teachers regionally and nationally.
Our Superintendent, Dr. Richard Machesky, meets regularly with Administrators, Advisory Groups, Staff and the Curriculum Department. Each group provides feedback and recommendations regarding programs and processes and identifies opportunities for improvement.
Focused efforts toward diversifying the workforce are showing promising results. (if we have a breakdown of new hires or how diverse the staff is, we can add it here or create a graphic to show the diversity.)
PROFESSIONAL DEVELOPMENT
Professional learning is essential to organizational development, and high quality professional learning experiences are essential to instilling the tenets of diversity, equity, and inclusion. Staff who are well trained in diversity, equity and inclusion are more effective in their roles, and support the establishment of school and office cultures that provide more inclusive, engaging and supportive learning environments where the dignity of all is valued. Quality instruction is improved by supporting the development of culturally responsive teachers who have access to a strong set of diverse, district-provided instructional resources.
A focus on equity is incorporated into every administrator’s full year evaluation. At the onset of a full evaluation year, school-based leaders identify key actions that will be taken to foster an equitable learning environment for all students. In addition, school-based leaders have engaged in regular professional learning focused on diversity, equity, and inclusion as well as effective discipline practices.
Newly added or updated staff training sessions include:
- List trainings
CURRICULUM
EQUITABLE DISCIPLINE PRACTICES
Equitable and restorative discipline practices support students’ access to a well-rounded curriculum and opportunities, which ultimately lead to graduation and long-term success. The TROY SCHOOL DISTRICT is committed to reducing disproportionality in implementing discipline, including reducing the need for disciplinary actions, ensuring consistency in suspension usage, and to meet school quality targets for discipline proportionality that are included in all School Improvement Plans (SIPs). Additions to staffing and resources to support student mental health are giving more students full access to the supports they need, and helping to reduce the stressors that can lead to discipline issues.
All TSD Schools develop and implement a school improvement plan. A central component of each school’s plan is identifying root causes and developing specific strategies to address the causes. Professional learning in restorative practices and discipline alternatives have been addressed with all school administrators.
RESTORATIVE PRACTICES
The TROY SCHOOL DISTRICT has accelerated the application of restorative justice practices as a primary, long-term strategy for achieving higher levels of student engagement and achievement, narrowing achievement gaps among student groups, and ensuring nurturing, inclusive and safe learning environments for all students. These practices build healthy relationships based on empathy between students and staff, and among adults in the school community, which are fundamental to learning engagement.
The majority of schools are implementing restorative work, and many have made significant progress in establishing restorative school cultures. Examples of the wide variety of restorative processes in place include staff training sessions; restorative discipline practices; community-building circles based on focus areas such as peace, instruction, and other topics of mutual importance to staff, students and community stakeholders; restorative gatherings such as morning meditations and restorative conversations; assigning a teacher-on-call to assist students needing extra support; regular check-in circles for students having challenges; and restorative parent-teacher-student conferences.
The elevation of student voice is a fundamental strategy for schools to establish a restorative climate. Student voice circles and other initiatives deepen staff members’ understanding of student perspectives, increase students’ role in school leadership, and inform teaching and learning experiences that are engaging and inspiring.
COMMUNITY COLLABORATION
The TROY SCHOOL DISTRICT recognizes that advancing system goals for diversity, equity and inclusion will require the ongoing support and collaboration among all members of the community. We value the partnership of local organizations, volunteers and supporters in providing input to system decisions, supporting students and staff, and advocating for policies and funding in support of our mutual goals.
- The Superintendent’s Advisory Group, comprising staff, students, and community members, represents a wide range of perspectives and advises on systemic efforts as they relate to diversity, equity, and inclusion.
- Add additional community groups or actions here.
SUPPORT FOR STUDENTS & STAFF
The TROY SCHOOL DISTRICT strives for “equity,” rather than “equality” in providing supports, because each student and staff member has unique challenges and requires individualized services and supports to achieve their goals.
- A new Facilitator of Diversity, Equity, and Inclusion position has been established in the Teaching & Learning Department to support early intervention service initiatives in collaboration with the Office of Diversity, Equity and Inclusion.
- List all support groups or initiatives here
DIVERSITY is recognizing, accepting and respecting that individuals come from many different life experiences with various frames of reference and perspectives. While diversity values unique perspectives and individual differences, it also values the commonalities we all share. Diversity includes, but is not limited to, race/ethnicity, gender, gender identity, socioeconomic status, sexual orientation, language, culture, religion/ beliefs, mental and physical ability, age and national origin.
EQUITY is providing the access, opportunities and supports needed to help students, families and staff reach their full potential by removing barriers to success that individuals face. It does not mean equal or giving everyone the same thing.
INCLUSION is making sure all individuals are engaged participants in the learning environment and community. All students, families and staff members feel valued, respected, appreciated and involved. Individuals see their unique identities reflected in all facets of education including staffing, curriculum, instruction and activities.