Learning Environments
Organizing schools for student success and connection.
Facilities Condition Assessment and Facilities Master Plan
Because students spend most of their day in core learning environments, these design strategies have a significant impact on LCAP Goals 1, 3, and 4. Evidence-based learning environments are shown to significantly increase student engagement, boost academic performance, and enhance student health and well-being. These three outcomes strongly correlate to students’ college and career readiness. For targeted supports for students, a “one-size fits all approach” cannot adequately address the unique individual needs for each community. While the research behind needs-focused design strategies for specific academic, behavioral, social-emotional, mental, and physical health is emerging, the recommended strategies are critical elements of the foundation. For culture and climate, the “small learning community” helps teachers build meaningful connections with students, and for students, it helps them take ownership of their learning environment.
100% of SCUSD students will graduate college and career ready with a wide array of postsecondary options and a clear postsecondary plan. Growth in Graduation Rate and College/Career Readiness will be accelerated for Students with Disabilities, English Learners, African American students, American Indian or Alaska Native students, Native Hawaiian or Pacific Islander students, Foster Youth, Homeless Youth, and other student groups with gaps in outcomes until gaps are eliminated.
Provide every SCUSD student an educational program with standards-aligned instruction, fidelity to district programs and practices, and robust, rigorous learning experiences inside and outside the classroom so that all students can meet or exceed state standards.
Provide every student the specific academic, behavioral, social-emotional, and mental and physical health supports to meet their individual needs - especially English Learners, Students with Disabilities, Foster Youth, Homeless Youth, African American students, American Indian or Alaska Native students, Native Hawaiian or Pacific Islander students, and other student groups whose outcomes indicate the greatest need – so that all students can remain fully engaged in school and access core instruction.
School and classroom learning environments will become safer, more inclusive, and more culturally competent through the active dismantling of inequitable and discriminatory systems affecting BIPOC students, Students with Disabilities, English Learners, Foster Youth, and Homeless Youth.
Parents, families, community stakeholders, and students will be engaged and empowered as partners in teaching and learning through effective communication, capacity building, and collaborative decision-making.
SCUSD will maintain sufficient instructional materials, safe and clean facilities, core classroom staffing, and other basic conditions necessary to support the effective implementation of actions across all LCAP Goals.
Providing a pre-school program at every campus.
Technology to be in support of an academic mission that is seamlessly integrated into our daily routines.
