In 2015, the Winchester Public Schools embarked on a bold strategic planning process that included redefining our core beliefs and mission. From that discussion, and subsequent data analysis, it became evident that we needed to adjust and focus our work to match our beliefs. One of those areas was in relation to increasing academic and social outcomes for students of color, students with disability and students in poverty.
The primary belief statements driving this work include the following:
We believe that . . .
- Every student can learn, and, when students have access to quality instruction, technology and community resources, education is the equalizer.
- Embracing the diversity of students is a strength that unifies our learning community.
- Success for every student is dependent upon a well-communicated expectation of excellence
With these driving beliefs, our equity work is founded in inclusion and excellence. We will not compromise the high standards we expect for students academically and socially and we will continue to be strategic and intentional in developing real strategies to ensure our outcome data represents our entire student body.
In developing this work, the Winchester Public Schools employed a broad based community group that included school personnel and community members to identify and implement strategies. Below are the three primary strategies we are using to address disproportionate academic and social outcomes.