Implement Individualized Learning Plans with Ongoing Monitoring and Family Engagement: use cycles of inquiry and CCEIS check-ins to refine ILPs, analyze effective strategies, and share progress with students and their families.

Strengthen Early Literacy and Behavioral Supports through Coaching and Targeted Interventions: Provide phonemic awareness and phonics support in 2nd and 3rd grades, along with behavioral analysis for scholars receiving social-emotional interventions.

Advance Restorative Practices and Family Participation: reframe restorative justice as a preventative approach and expand engagement of African American families through the African American Advisory Group.

Equity Walkthroughs: Informal observations focused on the experience of African-American scholars. Close examination of what is happening instructionally for A.A. scholars in the areas of culture and community, tasks and materials, and engagement and ownership. 

A reduction below 3 in Pittsburg USD’s risk ratio for Emotional Disturbance (ED) and Other Health Impairment (OHI)

100% of all CCEIS identified students will meet with the program Specialist twice a year to complete and update their ILPs

5% reduction in referral and suspension rate

80% of promising scholars will have family engagement via at least 2 in-person events or meetings per year

We will continue to evaluate disaggregated suspension and attendance data. 

We will also conduct data analysis collected from Equity Walkthroughs. We will continue to inspect the quality of instruction and use the data to inform professional development, and problems of practice. 

The data indicates that the need for more emphasis on providing scholars with opportunities to engage in Academic Discourse. 

PUSD also needs to incorporate more culturally responsive curriculum and instruction. An emphasis on first best instruction, with the lens of cultural responsiveness. 

Provide professional development on culturally responsive practices. 

Work with teachers to build in more collaborative opportunities to increase academic discourse and engagement. 

Continue to implement tier 1 restorative practices to increase a sense of belonging and care for African-American scholars.