Equity and Student Success

Reynolds School District is committed to providing welcoming and inclusive learning and working environments for all students, parents, guardians, employees, and community members. The Reynolds Equi

ty and Student Success Department collaborates with staff across the district to ensure every employee has the knowledge and skills to teach and lead in equitable ways. A collaborative approach to educational equity ensures that every student experiences success in all areas.

At Reynolds School District, the concept of equity goes beyond formal equality where all individuals are treated the same. Our approach to equity fosters a barrier-free environment in which all Reynolds community members feel a sense of inclusion and belonging regardless of race, class, or other personal characteristics such as creed, color, religion, ancestry, national origin, age, economic status, sex, sexual orientation, or gender expression.

At Reynolds School District every student, parent, guardian, employee, and community member belongs.

District Equity Policy

Reynolds Equity Committee Meeting Information

Intensive Program Annual Report: 2023-2024 School Year


Expenditures
Recommendation Date	Recommendation Language	Success Metric (s)	Status	Total Expenditures *Single Year Cost*	Funds Claimed	Notes
6/15/2022	Seven social workers	-Social workers will serve as a bridge builder between students, families, staff, wrap around services, and community based organizations -Social workers provide training to staff and closely collaborate with school counselors and other key school personnel, and engage in equity professional development (PD) continuously	Implementing	$389,228.64	Yes
6/15/2022	Eleven kindergarten educational assistants	-All kindergarten students belong to a small group for instruction -All kindergarten students will be known by their name, strengths, and interests	Implementing	$262,522.27	Yes
6/15/2022	Director of Equity & Student Success	-The Director ensures the application of all state mandates, e.g., District Equity Advisory Committee, Student Success Plans, etc. -The Director leads and facilitates equity-focused PD for all staff across the district and coordinates follow-up supports	Implementing	$188,228.11	Yes
6/15/2022	Two Special Education teachers on special assignment (TOSAs)	-SPED TOSAs provide coaching to all SPED teachers and to general classroom teachers as needed aligned to the academic goals of the district -SPED TOSAs support compliance of all state mandates and support the engagement of the community	Implementing	$258,162.94	Yes
6/15/2022	Four Department of Multilingual Education (DOME) TOSAs	-DOME TOSAs will engage in coaching cycles with ELD teachers, general education teachers, and specialists -DOME TOSAs will collaborate and train other TOSAs/coaches in sheltered instruction regularly, so that any TOSA/coach can model these practices	Implementing	$550,883.48	Yes
4/20/2023	Three Equity TOSAs (to start in 2023-2024 school year)	-TOSA collaboration across-department measured by the district PD calendar, Outlook calendars and schedules Collaborate and support school-based Equity Committees in their goal alignment to the SIP	Implementing	$225,651.89	Yes	Only 2/3 Equity TOSAs were hired.
4/20/2023	Equity Department Budget (to start in 2023-2024 school year)	-Number of classified staff (by role) engaging in equity-focused PD measured by Timeclock plus records/district PD calendars (existing) -Number of innovative DEI initiatives (e.g. staff/student/parent affinity groups, increased LGBTQ2SIA+ visibility in partnerships with community resources such as Bridge 13, etc.) in schools/departments as measured by the Equity & Student Success Menu of Supports	Implementing	$366.39	Yes	Pcard - Travel out of District & Non-instructional professional services
4/20/2023	Part-time shared department secretary (to start in 2023-2024 school year)		Drafting Work Plan	$0	No	Position was never filled due to lack of need in the department.
Attestations
As noted in the grant agreement, please attest to whether each of the following requirements as been met during the previous year.
Grantee has provided data to evaluate progress in Student Investment Account measures, including longitudinal performance growth targets (LPGTs) and progress markers, and other data requested by the Agency and Student Success Team.			Yes, we attest that we have met this marker during the previous year.
Grantee has provided staff for the Stewarding Body with superintendent, teacher leader, and district board of education or community member. Grantee has also contributed district personnel and coordinated with external partners to staff the Advisory Body.			Yes, we attest that we have met this marker during the previous year.
Grantee has consistently scheduled and run Student Success Team meetings (inclusive of Advisory and Stewarding Bodies.) Grantee has provided staff (and students, where applicable) with time to participate in these meetings.			Yes, we attest that we have met this marker during the previous year.
Grantee has agreed to follow recommendations made by the Stewarding Body regarding SIA funds and Intensive Coaching Program funds. Grantee has agreed to consider all recommendations of the SST not described in the previous sentence.			Yes, we attest that we have met this marker during the previous year.