Greeting SJLES Families,
As part of our school improvement process, we are asking families to provide input about their equity priorities at our school. Please use the link below to complete the HCPSS Indicators of Educational Equity Survey by May 5, 2023. We will use your input, along with other school data, to refine our school improvement plan for next year.
This survey is anonymous and available in multiple languages. If you have children at more than one school, please complete one survey per school.
Last year’s survey data was critical in shaping our School Improvement Plan. Based upon our IEES results provided by 66 staff members, 143 families, and 199 students our areas of lowest concern within each element of the HCPSS Equity Framework are:
Belonging: We respect and seek to understand diversity in individual differences, life experiences, and perspectives
Opportunity & Access: Students are provided appropriate supports to access instruction and be ready to learn.
Instructional Excellence: 1. All students are expected to learn and succeed.
Engaged & Inspired Learners: Multiple opportunities exist for students and staff to engage in the development of the school's academic and social climate.
Based upon our IEES results our areas of highest concern are:
Belonging: Individuals see their unique identities reflected through all facets of education including staffing, curriculum, instruction, and activities.
Opportunity & Access: Multiple pathways to success exist.
Instructional Excellence: Professional learning for staff is equity-focused, practical, evidence-based, and promotes professional growth
Engaged & Inspired Learners: Individuals are empowered to shape their own learning experience
You can learn more about our HCPSS Diversity, Equity, & Inclusion practices by clicking here. If you have any questions, please don’t hesitate to contact me at dnotari@hcpss.org and/or our Diversity, Equity, & Inclusion Liaison Natalie Blake at natalie_blake@hcpss.org. Thank you for providing us with your insights!
Sincerely,
Dan Notari
SJLES Principal