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 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

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. 

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.

The TROY SCHOOL DISTRICT has implemented several actions to remove structural barriers to access and ensure a rigorous classroom experience that reflects the rich diversity of our community

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.

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.

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 JEDI Council comprising staff, students, and families, represents a wide range of perspectives and advises on systemic efforts as they relate to diversity, equity, and inclusion. The Family and Community Engagement arm of the collective council, will serve as the primary connector to the broader community.

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.

• The Supervisor for Educational Equity, Inclusion, and Community Relations role was established to support the district's mission, vision, and goals toward progressive and proactive approaches and normalized practices as it relates to diversity, equity, inclusion, community partnerships, and belonging.