FUSD Diversity, Equity, and Inclusion (DEI) Praxis Collaborative Framework

Mission Statement: In order to eradicate institutional bias of any kind, including implicit or unintentional
biases and prejudices that affect student achievement and their overall well-being, and to eliminate
disparities in educational outcomes for students from historically underserved and underrepresented
populations, DEI shall recommend actions to proactively identify class and cultural biases as well as
institutional barriers that negatively influence student learning, perpetuate achievement gaps, and
impede equal access and inclusion to opportunities for all students.

The four areas (domains) of focus for diversity,

equity, and inclusion in Fresno Unified are Cultural
Proficiency, Culturally Responsive Practices
Multicultural Experiences, and Social Action. The
Cultural Proficiency lens sets an asset-based inside-
out approach from which to build tiered supports
and provide everything from professional learning
to curricular needs. Multicultural Experiences and
Culturally Responsive Practices are built from a
strong Culturally Proficiency core, and therefore
provides a foundation for Social Action district-wide
and beyond.

Each area of the DEI Shield has an overarching objective:

Objective: To collaboratively provide FUSD personnel with the professional

learning to build an equity lens necessary for acknowledging and achieving
equitable and inclusive outcomes.

Objective: To collaboratively provide FUSD schools and departments with

practices, strategies, pedagogies, and analytics to build on cultural proficiency
learning toward pro-actively acknowledging and achieving equitable and inclusive
outcomes.

Objective: To collaboratively provide FUSD schools and departments with the

widest array of cultural opportunities and insights to build on Cultural Proficiency
learning toward pro-actively acknowledging and achieving equitable and inclusive
outcomes.

Objective: To collaboratively provide FUSD schools and departments with the

avenues and tools to combine their cultural proficiency learning, multicultural
experiences, and culturally responsive practices to systematically decrease
disproportionality and increase equitable and inclusive outcomes.
FUSD’S APPROACH:
DEI PRAXIS COLLABORATIVE

Title: Cultural Proficiency Trainer of Trainer Training Prepared by: DEIPC 7

 DEI CULTURAL PROFICIENCY
Objective: To collaboratively provide FUSD personnel with the professional learning to build an
equity lens necessary for acknowledging and achieving equitable and inclusive outcomes.

Strategic
Strategic Intensive
Foundational (Various)
Trainer of
Trainer (8 hour)
Intensive Tier 3
Foundational (80 hour) Tier 3
(32 hour)
Compulsory
Introductory
Tier 2 Tier 3
Compulsory (8 hour)
(1 hour) Tier 1
Tier 1

An Inside Out Approach

“Cultural Proficiency is a model for shifting the culture of the school or district; it is a model for individual
transformation and organizational change. Cultural Proficiency is a mindset, a worldview, a way a person or an
organization makes assumptions for effectively describing, responding to, and planning for issues that arise in diverse
environments. For some people, Cultural Proficiency is a paradigm shift from viewing cultural difference as problematic
to learning how to interact effectively with other cultures. For schools and school districts, it serves as a tipping point
from viewing cultural difference as deficit-based to learning how to value cultural differences as assets on which
educational experiences are built.”—from Cultural Proficiency, A Manual for School Leaders
 DEI CULTURALLY
RESPONSIVE
PRACTICES Tier 3
Objective: To collaboratively provide CP Strategic
FUSD schools and departments with Foundational
practices, strategies, pedagogies, and and Intensive
analytics to build on cultural proficiency Learning,
learning toward pro-actively Response
acknowledging and achieving equitable Team
and inclusive outcomes.
Tier 2
Vetted DEI Tier 1
Supplemental
Resources, DEI Department DEI
Quarterly Plans, SPSA,
Events
IPG, Equity /
Inclusion
Walks, Aligned
Assessment
System,
disaggregated
data analysis, DEI
Newsletter, &
Social Justice
Standards
 DEI MULTICULTURAL EXPERIENCES
Objective: To collaboratively provide FUSD schools and departments with the widest array of
cultural opportunities and insights to build on Cultural Proficiency learning toward pro-actively
acknowledging and achieving equitable and inclusive outcomes.

Course Offerings (AA studies, Women Studies, Hmong

Tier 3
Heritage, Chicano Studies), Conferences, Clubs

Tier 2
Schoolwide and Districtwide Multicultural Events /
Assemblies / Activities, DEI Quarterly Events

Tier 1
TBD—Ethnic Studies, Curriculum Evaluation(s), IPG,
and Social Justice Standards (Identity & Diversity)

Title: Cultural Proficiency Trainer of Trainer Training Prepared by: DEIPC

 DEI SOCIAL ACTION
Objective: To collaboratively provide FUSD schools and departments with the avenues
and tools to combine their cultural proficiency learning, multicultural experiences, and
culturally responsive practices to systematically decrease disproportionality and increase
equitable and inclusive outcomes.

• Social
Justice
Standard • Response
s (Action Race and Team
& Justice)
Tier • IPG
Tier Social
Action
Tier • Race and
Social
1 • Equity / 2 Student 3 Justice
Inclusion Group History
Walks Course
• TBD—
Hotline

Title: Cultural Proficiency Trainer of Trainer Training Prepared by: DEIPC

FUSD Diversity, Equity, and Inclusion (DEI) Department Plans

Mission Statement: In order to eradicate institutional bias of any kind, including implicit or
unintentional biases and prejudices that affect student achievement and their overall well-being, and to
eliminate disparities in educational outcomes for students from historically underserved and
underrepresented populations, DEI shall recommend actions to proactively identify class and cultural
biases as well as institutional barriers that negatively influence student learning, perpetuate
achievement gaps, and impede equal access and inclusion to opportunities for all students.

TABLE OF CONTENTS (REVISED 1-6-2021)

• A4
• College and Career Readiness (CCR)
• Communications
• Department of Prevention and
Intervention (DPI)
• Early Learning
• English Learner Services (EL)
• Goal 2
• Human Resources
• Leadership Development
• Parent University (PU)
• Special Education Department (SPED)
• Teacher Development
 Supt’s
Office

African American
Academic Acceleration
(A4)
Indicator: Action: Accountability Measure:
Our department will identify a representative that will Each member of our department will complete Our department will have 100%
train our group as well as assist with the completion of the 8 hours of training. attendance by Spring, 2021 as
our DEI Plan. identified by sign-ins to PL and
In order to achieve the outcomes in the updated iAcheive attendance
Present to FUSD Board the A4 Task Force indicator, A4 will continue to collaborate with
Recommendations for approval and adoption. key District departments and leaders to ensure In order to measure our success, A4
Embedded are recommendations to addresses the the unanimous board adoption (March 6, 2019) will holdIn
Status: no Progress
less than 2 systemic
attitudes, beliefs, and mindsets of FUSD employees. of the Task Force Recommendations are leadership engagements/meetings with
Additionally, requiring training for all employees on Due Date: phased
strategically 5/31/21in with measurable DateofReviewed:
each the following bodies during the
implicit bias, cultural competence, and using an objectives and actions. 2020-21 academic year. The
asset-based approach to work with African American collaborative meeting structure and
Indicator:
(AA) students and AA families as a priority to improve
Action: Accountability Measure:
systemic capacity progress
the academic
Develop outcomes
a structure andfor African American
implementation students.
planning In order to achieve the outcomes in the engagements
In will incorporate
order to measure an A4
our success, A4
Aligning with
process that FUSD BP
reflected the 0415,
sharedmeasure 1,4,6,8,9
responsibility and indicator, A4 will advance the shared Leadership
will Team, Core
ensure progress Leadership
of the
accountability for implementation of the A4 Task collaborative Accountability Matrix capturing Team, Executive
Accountability Cabinet
Matrix and Taskout
is reported
Force Recommendations. the Recommendations throughout academic Force
at leastand will
once be measured
during academic viayear
Aligning with FUSD BP 0415, measure 1,2,7 year 2020-21. attendanceproviding
2020-21, documentation.
implementation
transparency to the District Board,
Status: and
Leaders Community Stakeholders.
In Progress
Due Date: Date Reviewed:

Indicator: Action: Accountability Measure:

Provide District stakeholders with African American
(AA) Cultural Professional Learning opportunities that
upholds the necessary Cultural Proficiency paradigm
shift to receive AA students from an asset-based
perspective and strengthening AA student outcomes.
Aligning with FUSD BP 0415, measure 9
In order to achieve the outcomes in the
indicator, A4 will host Professional Learning
opportunities centered on enhancing African
American (AA) Cultural Proficiency practices
and experiences.
Due Date:
In order to measure our success, A4
will offer at least one A4 Profession
Learning opportunity with documented
attendance by the End of academic
year 2020-21.
Status: To Do
Date Reviewed:

Indicator: Action: Accountability Measure:

Launch the A4 Student Voice Initiative, delivering a
voice to African American (AA) students across the
District that are overlooked and under-represented,
who may not be typically given a chance to voice their
concerns, and help establish a campus culture that
would be beneficial and welcoming to AA students.
Moreover, provide a safe space for AA students to
come together, become thought partners, and develop
student-led solutions designed to improve academic
outcomes and experiences.
Aligning with FUSD BP 0415, measure 1,3,4
In order to achieve the outcomes in the
indicator, A4 will launch its A4 Student Voice
Initiative comprised of three components:
Design Thinking, an Instagram Team and a
Student Caucus.
Due Date:
In order to measure our success, A4
guarantees the students in A4 Student
Voice Initiative will engage in four
Design Thinking Labs, hire AA
students to originate Instagram Lived
Experiences, engage in four
Status:
Superintendent Student Voice
In Progress
meetings by the end of academic year
Date Reviewed:
2020-21.
 School
Leadership

College and Career

Readiness (CCR)
Cultural Proficiency:
Indicator: CCR commits to continuing cultural proficiency education to ensure continuous work
in identifying issues of disproportionality.
Action:
• All CCR staff members will complete 8 hours of Cultural Proficiency training
• 1 staff member will participate in the 80-hour trainer of trainers sessions
• 2 staff members will participate in the 32-hour intensive training sessions
• All FUSD Counselors and CCR staff will participate in Fresno Unified’s LGBTQ and Cultural
Responsiveness workshop
Accountability Measures:
• By May 2021, CCR will have 100% attendance in Cultural Proficiency training as verified
by IAchieve attendance
• By June 2021, 1 CCR staff member will complete the 80-hour trainer of trainers' session
as verified by IAchieve attendance
• By May 2021, 2 CCR staff members will complete the 32-hour intensive training as verified
by IAchieve attendance
• By May 2021, all Counselors will complete Fresno Unified’s LGBTQ and Cultural
Responsiveness workshop

Cultural Responsive Practices

Indicator: In CCR, we accept the fact that we do not have all the information or knowledge of
cultural practices to embed in current processes and experiences and commit to practices
that ensure access to pathways, programs, courses, instruction, and experiences that
embrace cultural diversity.
Action:
• Include multicultural members in student, staff, and industry partner working groups to
address potential gaps
• Ensure CTE curriculum, extended learning programs and Counseling practices consider
culturally diverse connections for special populations (example: women in trades, men in
nursing, Special Education, EL students, foster and homeless, and African American
students) and diverse recruitment practices.
• Use data to target disproportionate student groups for pathways, programs and courses
including AP and dual enrollment opportunities
• Counselors and CTE will provide virtual university visits and will target specialized
populations such as students with disabilities, foster youth, and other areas of
disproportionality
• College readiness will support the Ethnic studies course and its impact on master
schedule development, graduation, and a-g
• Provide Spanish and Hmong language support and written materials for our programs
valuing the ideas and perspectives of stakeholders
• Ensure that Foster and Homeless youth have priority enrollment into after school
programs
 • Provide additional outreach to African American students to apply for the after-school
program
• Extend additional support services for students with special needs to mirror services
provided during the regular school day
• Strive for Extended Learning programs to reflect cultural diversity

Accountability Measure:
• By June 2021, 30% of CTE courses will include culturally diverse connections as
evidenced by unit design and creation
• By March 2021, CTE Advisory Boards will reflect our community’s diversity as evidenced
by the advisory board roster
• By June 2021, 100% of middle and high school students will have an opportunity to
participate in a virtual college visit with information available to them around specialized
programs such as disabled student services and a variety of cultural programs at the college
campus
• By August 2021, all campuses that offer Ethnic Studies will have a master schedule built
to ensure access to students and will continue to support the course development
throughout 2022
• By June 2021, 100% of survey(s) to students, parents and site staff in identified
languages will be created and distributed to stakeholders
• By June 2021, after school enrollment data of students from special sub-groups (African
American, Special Needs, and English Learners) will reflect the district’s diversity
• By June 2021, after school program offerings that include different cultural activities
and/or focus will be inventoried for review and improvement

Multicultural Experiences
Indicator:
CCR values diversity and cultural strengths and will stay proactive in its support of cultural
proficiency by providing learning experiences that are relevant to the cultural diversity of our
community and student populations.

Action:
• Host African-American CTE student voice group to learn about recruitment barriers and
opportunities to increase enrollment
• Recruit culturally diverse industry partners
• Offer culturally diverse work-based learning experiences that reflect the diversity of our
district
• To recruit more diverse potential industry partners, CCR will join the Fresno Metro Black
Chamber of Commerce, Fresno Hispanic Chamber of Commerce, California Hmong Chamber
of Commerce
• Offer professional learning that includes culturally responsive teaching practices
• College readiness will provide Dream Act application information and workshop support
for Dreamers and their families to complete their applications
 • Provide information on scholarships (8th-12th grades) through the lens of target student
groups
• Include student voice and leadership in the development of program opportunities and
offerings
• Continue to encourage and support sites to actively recruit ASP program facilitators for
multicultural activities/programs, including African American, students with special needs,
and English Learners (newcomers and LTELs)

Accountability Measure:
• By June 2021, CCR will have membership to Fresno Metro Black Chamber of Commerce,
Fresno Hispanic Chamber of Commerce, California Hmong Chamber of Commerce
• By March 2, 2021, all dreamer students will have access to support for their CADA
application
• By June 2021, CCR will collect baseline data on the number of students accessing
scholarship options for targeted student sub-groups
• By June 2021, ASP will expand its variety of multicultural activities/programs across all
after school programs as evidenced by ASP attendance
• By June 2021, ASP student enrollment data for special sub-groups will increase by 5%
• By June 2021, ASP offerings that include different cultural activities/focus will increase
by 5%

Social Action
Indicator:
CCR will seek candidates that value diversity and recruit qualified, multicultural candidates as
representatives of our student population.
CCR will build its cultural competency by providing opportunities for social action for students
and stakeholders.

Action:
• Recruit multicultural candidates for CTE teaching openings, advisory committee
participants, work-based learning hosts, student voice groups, and teacher work groups
• Recruit candidates from diverse industry associations, partners, and employment
agencies and participate in local job fairs
• Utilize IMPACT tool to reflect on CCR policies and practices
• Calculate the diversity of our CTE Teacher diversity for baseline data
• Recruit students and staff to attend Black and Latino College Expo
• Provide training to students, counselors and parents around Historically Black Colleges
and Universities (HBCU’s)
• Support work and targeted recruitment for FCC Everywhere classes that will include
African-American Studies and Chicano-Latino Studies.
• Begin a middle school parent and student advisory group to identify grade level and
cultural barriers to learning and access to opportunities
 • Identify professional learning seminars outside FUSD that focus on cultural diversity and
equity training

Accountability Measure:
• By March 2021, 100% of new job postings will be advertised on a minimum of 3
“outside” employment agencies/groups’ sites whom specifically target diverse potential
candidate populations
• By June 2021, attendance at training(s) will be verified in iAchieve
• By June 2021, student attendance at the Black and Latino College Expos will increase by
5%
• By June 2021, attendance at informational sessions specific to HBCU’s will increase by
7%
• By May 2021, CCR will gather baseline student demographic data for FCC Everywhere
and share with Fresno City College to expand targeted student recruitment
 Communica9ons
Informa9on

Communications
Praxis: Indicator: Action: Accountability Measure Status
Cultural Proficiency Our department will identify Each member of our department will complete Our department will have 100% In Progress
a representative that will the 8 hours of training. attendance by Spring 2021 as identified
train our group as well as by sign-ins to PL and updated iAchieve
assist with the completion attendance.
of our DEI Plan.
Culturally Responsive • Our department will • Our department will support the Our department will continue to monitor In
Practices continue to Diversity, Equity, and Inclusion Praxis analytics for the DEI Newsletter: Progress/
collaborate with Collaborative with creation, content and Total views ongoing
schools and managing the analytics of the DEI Average time spent
departments on Newsletter to promote, increase Average completion
messaging, engagement and expose staff to Read ratio
storytelling, best culturally responsive practices taking • Glanced
practices, strategies, place. • Quick read
pedagogies, and • Deep read
analytics to build on • Executive Officer serves as first contact,
Cultural Proficiency initiating response team deployment, Accountability measure for supporting
to achieve equitable support and communication in moments culture response team—number of
and inclusive of cultural destructiveness events responded to; outcomes
outcomes.

• Collaborate with
district’s cultural
response team
when culturally
destructive events
occur to support
and restore impact
Multicultural Our department will stay Ensure multicultural experiences and DEI are at Identifying Multicultural Experiences In Progress
Experiences proactive with modeling the forefront when supporting departments and continuously and infuse with
multicultural messaging and sites with building a communications plan. Communications content calendar.
storytelling by identifying Continue to have discussions around the
key cultural opportunities importance of audiences and engagement. Communicate with departments through
Example(s): DEI Advisory to gather information
 and insights to build upon
Culturally Proficiency.
Social Action Our department commits to
social action by identifying
and highlighting cultural
proficiency learning,
multicultural experiences,
and culturally responsive
practices to participate in
systematically decrease
disproportionality and
increase equitable and
inclusive outcomes.
regarding upcoming experiences, events
• Supporting Goal 2, BSU, Lisa Nichols with and related curriculum.
Virtual Black History event.
• Communications Plan: A4 Task Force
Miniseries around the conception of the
Task Force.
To meet the outcomes of Social Action, the In order to measure our success the In Progress
Communications department will continue to department will work with the Student
build upon our current methods and projects. Voice Collaborative group to identify
action items addressed to
Example: Superintendent and Trustees; meet with
• Student Voice Collaborative (Student Student Voice Collaborative to discuss
Action Group) timeline of action items, expected
The student advisory group formed will focus on outcomes and responsibilities to identify
student input, communication, accountability and progress and updates regarding the
leadership development. Their voice will serve as “asks” from the Student Voice
one of many tools to identify and promote Collaborative.
meaningful change in the education systems,
practice, and/or policy by empowering students
as change agents, working in partnership with
educators. The advisory will serve a safe space for
students to share thoughts, ideas, and opinions
about Fresno Unified and identify and participate
in fostering change and growth.
 School
Leadership

Department of Prevention
and Intervention
(DPI)

Supervisor Name Indicator
In our department, culturally In order to achieve the
Example responsive practice(s) is/are… outcomes in the indicator,
Establish a English Learner
Peer Mentoring Program for
ELD Beginning students at
Fresno, Hoover, McLane,
Roosevelt, and Bullard
Darrin Person
Establish a Mentoring
Program in collaboration with will mentor students one-on-
Restorative Pratices and
Equality California
Mentorship Corps at Bullard, discussion-based exercises on
Edison, Hoover, Tenaya,
Darrin Person Wawona, Tioga, Terronez,
Yosemite, and Cooper.
Establish a Peer Mentoring
Program at Edison High
School targeting African
American in the Rise Up
Mentoring Program-students
enrolled in accelerated
Darrin Person courses.
Culturally Responsive Practices
Action
our department will…
The students will be match
with high students (peer
mentors) that have been
redesignated and will meet
weekly virtually (or in person).
The Peer Mentor will assist
and support student in
practicing English, homework
help, and provide a
connection at the school site.
The mentos and mentees will
be trained and will receive
materials to assist in
engagement and conversation
activities..
Adults mentors from EQCA
one virtually. Mentors will
lead students through 30
identity, diversity, leadership,
arts, healthy stress
management, and
mindfulness. All mentors will
be trained on mentoring
approaches, LGBTQ+Cultural
Responsiveness.
The 9th and 10th grade
students will be matched with
10th and 11th grade mentors
who will work with students
to help them navigate
through the rigor of AP
courses and school culture so
that they can become college
ready graduates. All mentors
will be supported by a
designated counselor and will
receive training on mentor
strategies.
Due Date: Accountability Measure Status
In order to measure our
success, our department
will…
Maintaining a log to track
program attendance.
Continued work around
identifying students to
participate in program.
Regularly scheduled meetings
with site administrators to
Continued gauge program success. In Progress
Maintaining a log to track
program attendance.
Continued work around
identifying students to
participate in program.
Regularly scheduled meetings
Continued with site administrators to In Progress
gauge program success.
Maintaining a log to track
program attendance.
Continued work around
identifying students to
participate in program.
Regularly scheduled meetings
Continued with site administrators to In Progress
gauge program success.
 Establish a Peer Mentoring
Program at Edison High
School targeting African
American in the Rise Up
Mentoring Program-students
enrolled in accelerated
Darrin Person courses.
Establish a Student mentoring
program in partnership with
3AC at Fresno High School
targeting African American
students Providing
Darrin Person mentoring services to diverse
populations of students
needing additional
engagement, social/emotional
and academic support
Integrating culturally
responsive questions in the
psychosocial assessment
Caine Christensen
Our department will continue
provide district staff access to
Erica Hasenbeck PL on an Introduction to
Gender Diversity & LGBTQ+
Cultural Responsiveness.
The 9th and 10th grade
students will be matched with
10th and 11th grade mentors
who will work with students
to help them navigate
through the rigor of AP
courses and school culture so
that they can become college
ready graduates. All mentors
will be supported by a
designated counselor and will
receive training on mentor
strategies.
The mentors will be staff
members at Fresno High who
will mentor students on the
new iCouldBe (e-mentoring)
platform. All mentors and
mentees will be trained by
iCouldBe on mentoring
approaches and engagement
strategies
include questions in the
psychosocial assessment that
encourage the student to
share their cultural
perspective (beliefs and
attitudes) in an approach
consistent with clinical
assessment. Questions
include but not limited to
social/family history,
immigration history,
religious/spiritual beliefs,
sexual identify/orientation,
foster/homeless experience,
etc.
Sessions will be offered after
school hours, at least bi-
monthly and advertised in
District Updates.
Maintaining a log to track
program attendance.
Continued work around
identifying students to
participate in program.
Regularly scheduled meetings
Continued with site administrators to In Progress
gauge program success.
Maintaining a log to track
program attendance.
Continued work around
identifying students to
participate in program.
Continued Regularly scheduled meetings In Progress
with site administrators to
gauge program success.
During supervision
conferences with staff, a
component of the agenda will
include cultural competence
reflections discussing the
impact on student
interactions.
6/20/21 In Progress
Our department will have
provided at least six sessions
5/31/21 by May 31, 2021 as identified In Progress
by verified by iACHIEVE.
 Our department will continue
to support the teams of
Academic Counselors, CSSWs
Erica Hasenbeck and School Psychs with Tier II
& III Gender Diversity &
LGBTQ+ culturally responsive
practices.
Our department will continue
to provide students, families
and staff with support and
Erica Hasenbeck
consultation on LGBTQ+ needs
and AB 1266 services.
Provide resources and training
to teams of practitioners for
job-specific relevence, and
individual consultations.
Provide linkage to resources,
student programming and/or
direct services through a
Microsoft Forms Link and
MTSS continuum of supports.
PL engagement will be verified
through iACHIEVE. Individual
consultations will be tracked
5/31/20 and verified in the LGBTQ+ In Progress
Support Log.
Will be tracked and verified in
the LGBTQ+ Support Log.
5/31/20 In Progress
 Culturally Responsive Practices
Supervisor Name Indicator Action Due Date: Accountability Measure Status
Our department will stay In order to achieve the In order to measure our
Example proactive with multicultural outcomes in the indicator, success, our department
experiences by… our department will… will…
DPI will have a "Push Out" Watch the film Push Out and Attendance Rosters/Logs
movie watch party. do a follow up discussion to
process the film with DPI
teams. LTM will watch this
Ambra O'Connor 5/1/20 In Progress
film first in Feb, and have a
facilitated discussion prior to
rolling out to staff.
 Social Action
Supervisor Name Indicator Action Due Date: Accountability Measure Status
Our department commits ti In order to achieve the outcomes in the indicator, our department
In order
will…
to measure our
Example social action by… success, our department
will…
High School Students High Students will continue to Will be tracked through our
particpating in the Peer meet weekly with students weekly attendace log
Mentoring Programs will virtually and/or in person
Darrin Person provide academic, social with Middle School students In Progress In Progress
emotional, and technical engaing in curriculm and scial
support to Middle School activities
Students

We will conduct a Fall student Fall 2020 Survey will include Email Documentation/ATLAS
survey in November 2020 to questions that ask students if Entry
gather student voice and follow up is needed in the
respond to individual student areas of mental heath, social
needs. emotional support, academic
Rita Baharian/Wendy Silva counseling, or teacher Complete In Progress
support. We will coordinate
with site support, SSW and
Psychologists to contact all
students requesting support

Students from our Fresno Student leaders will be engage

Unified GSA (Genders &
Sexualities Allliance) Youth
Voice Committee serve on the
Superintendent & Board
Erica Hasenbeck
Student Voice Collaborative.
media/communications plan.
in the district level meetings
with other student groups,
the Superintendent and
School Board. Students will
In Progress In Progress
meet regularly on the three
identified goal projects:
LGBTQ+ inclusive curriculum
and facililties and a
 Equity &
Access

Early Learning
Indicator: Action: Accountability Measure:
• Our department will identify a representative(s) that will Each member of our department will complete the 8 hours By June 2021, our department will have
train our group as well as assist with the completion of our of training. 100% by staff in Spring, 2021 as
DEI Plan: Laura Mitchell and Erica Ayala identified by sign-ins to PL and updated
Once 8 hours of training are complete, Early Learning i-Achieve attendance
• Laura Mitchell and Erica Ayala collaborate to provide PL department will begin a series of books studies around best
for all Early Learning Certificated/Classified Staff in the practices for achieving cultural proficiency in the early Starting in August of 2021, the first
Central Office, including Early Learning Center and Scan years. book study will be launched.
ELC.
• All department members will be involved in book studies in
which various books around cultural proficiency will be Status: In Process
used starting with: Teaching Preschool with an Equity Lens
Date Reviewed:
Due Date: 6/21

Action: Accountability Measure:

Indicator:
In order to measure our success, OUR
In our department, culturally responsive practice(s) is/are... In order to achieve the outcomes in the DEPARTMENT WILL...
• Embracing the various cultures and languages of indicator, OUR DEPARTMENT WILL...
families and staff Implement POLL strategies to support home language
• Honoring families backgrounds and needs providing a family interest survey
• Using Creative Curriculum to focus on areas were Select culturally responsive text that reflects children
culture, language and inclusion can be brought forth in our schools Status: To Do
for rich discussions
•
Due Date: Date Reviewed:

Indicator: Action: Accountability Measure:

Our department will stay proactive with multicultural In order to achieve the outcomes in the In order to measure our success, OUR
experiences by... indicator, OUR DEPARTMENT WILL... DEPARTMENT WILL...
• Celebrating the diverse cultures amongst Recruit and retain staff reflecting the
families and staff diversity of the community
• Recognize the differences and assets that are All PL will have integrated strategies and
unique to individuals that bring us together examples on ways to celebrate diversity Status: To Do
Due Date: Date Reviewed:

Indicator: Action: Accountability Measure:

Our department commits to social action by... In order to achieve the outcomes in the In order to measure our success, OUR
indicator, OUR DEPARTMENT WILL... DEPARTMENT WILL...
Using Creative Curriculum Studies to engage students
in Service-Learning Projects Ask each teacher to engage in at least 1
service-learning project per year
WOW experiences in which parents
Promoting family connections and participation in present
classrooms Status: To Do
Due Date: Date Reviewed:
 School
Leadership

English Learner
Services (EL)
English Learner Services Equity Plan 2020-2021
Indicator:
Our department will identify a representative
that will train our group as well as assist with the
completion of our DEI Plan.
• DLI Academy addresses Culturally and
linguistically responsive best practices
as part of the coursework
• Shared with all DLI Teachers Hispanic
Heritage month teaching resources
• Coaching of DLI teachers includes
analysis of text to identify culturally
responsive selections
• Sandra Toscano, Asst Supt., Maryann
Lambaren, Doua Vu, Elizabeth
Fralicks, managers, will collaborate to
provide PL for all EL Services
certificated and classified staff
members.
• Implement CLRT practices
• DLI Goal 3: Cultural Competence
shared with all DLI Teachers Día de los
Muertos teaching resources
Indicator:
In our department, culturally responsive
practice(s) is/are...
• Use of asset-based language
• When planning with teachers we build
on student’s background knowledge
• Promote collaborative conversations
• Select culturally responsive text that
reflects students in our schools
• Promote high expectations during
instructional support
Action:
Each member of our department will
complete the 8 hours of training.
• 100% of EL Services Staff has
completed Module 1 & 2 during
our Friday Work Meetings
• DLI Team emailed links and
ppts. to all DLI teachers in
support of Goal 3 activities for
September and October
In EL After-School Program:
• Provide culturally responsive
reading lists to tutors
• Use culturally responsive online
app, Rosetta Stone
Due Date: June 2021
Action:
In order to achieve the outcomes in the
indicator, OUR DEPARTMENT WILL...
DLI TSAs will support teachers when
planning and modeling lessons with the
following indicators:
• Participate in (CRLT) department
PL on Wed. 10/29/2020 with
WestEd.
Accountability Measure:
Our department will have 100%
attendance by Spring, 2021 as identified
by sign-ins to PL and updated Achieve
attendance
By June 2021 all DLI teachers will have
received culturally responsible teaching
resources monthly in support of Goal 3 as
per iAchieve PL sign-in sheets
Observe EL After-School Programs to &
provide feedback to Inter-Act Fellows.
Review Date: 11/2020 & 6/2021
Accountability Measure:
In order to measure our success, OUR
DEPARTMENT WILL...
By June 2021, all lessons planned with
DLI teachers will have included the
identified indicators:
• Ensure 100% attendance of
CRLT training on 10/29/2020
• Implement key takeaways from
CRLT training into all
synchronous and asynchronous
PL
English Learner Services Equity Plan 2020-2021
• Continuing to implement Culturally
and Linguistically Responsive
Teaching (CRLT)practices as outlined
in the CA ELA/ELD Framework and as
related to our ongoing Lab School
work.
• Promoting high level academic
language development that is respectful
of primary languages and dialects so
that students' home languages are
valued and built upon through
designated and integrated ELD.
• Providing linguistic and culturally
appropriate mentoring to middle and
high school English Learners.
• Supporting English learners to build
upon linguistic assets in order to
receive the CA State Seal of Biliteracy
• Providing appropriate cultural and
linguistic resources for new arrival ELs
to smoothly transition to U.S. schools
(L1 support, transcript support,
glossaries, newcomer teacher training)
• Embedding into the elementary Hmong
DLI curriculum cross-cultural
experiences
• Embedding into the secondary Hmong
Heritage Speakers (HHS) I and II
curriculum cross-cultural experiences
• Promote high level academic lang dev
resp L1 and dialects
Due Date: June 2021
• Examine all department PL for • Collect student work samples
opportunities to incorporate throughout the school year and
CRLT practices collect student voice surveys at
• Plan and deliver all lab school the end of each school year.
and newcomer services as • 100% summer staff will attend
outlined in department plan and CRLT PL
budget for the 2020-21 school • All 866 students participating in
year. summer school were able to
• Plan and deliver mentoring plan receive high quality instruction in
between ELS and the Mentoring 2020
office as outlined for the 2020-21
school year.
• Include lessons and resources in
the DLI and HHS curriculum
throughout the school year
• Incorporate CLRT practices in
the summer school PL for
teachers
• In summer school, incorporate
lessons that empower students to
value their bilingualism and
multiculturalism
Review Date: 12/2020 & 6/2021
English Learner Services Equity Plan 2020-2021
Indicator:
Our department will stay proactive with
multicultural experiences by...
• Examine all presentations for asset-
based language as it pertains to ELs
(emerging bilinguals)
• Clearly define and apply the
relationship between culturally and
linguistically responsive teaching in
relation to ELs and other language
minority groups.
• Collaborate with Parent University, the
Fresno Center, and CSU Fresno to host
the annual Family Conference: Journey
to Success
• Collaborate with the Fresno Center to
host the annual Hmong Student
Academic Decathlon
• Coordinate with high school HHS
teachers and families to host annual
Student Showcase
• Collaborate with district departments to
host a virtual Hmong New Year
Celebration and provide instructional
resources to sites
Action: Accountability Measure:
In order to achieve the outcomes in the In order to measure our success, OUR
indicator, OUR DEPARTMENT WILL... DEPARTMENT WILL...
• Examine all district/department • Assure that 100% of all ELS PL
level DEI training for will reflect high level language
opportunities to incorporate and expectations for ELs.
linguistically responsive • Have at least 90% participation
connections. by HS Hmong Heritage students
• Have one-two team members per conference feedback form
meet weekly to plan with the • Highlight the event in the
Conference Committee on Friday district’s Building Our Future
afternoons (Event date: Friday, who participated and won what
December 18, 2020) categories
• Collect student work samples
• Meet with the Decathlon throughout the school year &
Committee to discuss and parent survey
agree on competition • Collect feedback from
categories & criteria participants
(typically in Spring)
• Collaborate with HHS
teachers and students to
plan and identify work
samples and student
projects to share with
families (typically in
Spring)
• Reach out to departments
to plan event in
November; identify date
and activities (event did
not happen due to
COVID, although
materials & supports were
provided to all FUSD
Teachers)
Due Date: June 2021 Review Date: 12/2020 & 6/2021
English Learner Services Equity Plan 2020-2021

Indicator: Action: Accountability Measure:

Our department commits to social action by...
• Promote high expectations in service of
English Learners.
• Promote high quality services for ELs
regardless of language, culture, race,
immigration status, gender, socio-
economic status, etc.
• Embed social justice topics and social
action/service-learning projects in
Hmong Heritage III curriculum
• Develop student voice platform for
multilingual learners within our
department
• Collaborate with all departments to
promote instructional excellence for
ELs in all settings.
In order to achieve the outcomes in the
indicator, OUR DEPARTMENT WILL...
• Continue to collaborate with
Equity and Access to formulate a
common understanding of
redesignation criteria #4 to reflect
high expectations of ELs
("Comparison of the performance
of the pupil in basic skills against
an empirically established range
of performance in basic skills
based upon the performance of
English proficient pupils of the
same age, that demonstrates
whether the pupil is sufficiently
proficient in English to
participate effectively in a
curriculum designed for pupils of
the same age whose native
language is English.")
• Provide newcomer and refugees
services as outlined in EL Master
Plan and budget for the 2020-21
school year.
In order to measure our success, OUR
DEPARTMENT WILL...
• Complete contract with West Ed to
support collaboration between ELS
and E&A regarding redesignation
expectations.
• Schedule, deliver, evaluate impact of
all PL sessions delivered according
to teacher/admin/student feedback.
• Have a student voice survey at the
end of the school year, asking for
students to provide feedback for
improvement
• Monthly collection of student
feedback on the vision for ELs in
FUSD
• Schedule time within District
meeting structures such as
Director/Manager meetings to
share EL department projects, PL
and research.

• Collaborate with community and

parent organizations to serve all
Els

• Follow-up on the proposal

process to confirm course
approval.

• Provide training to help

students develop their
English Learner Services Equity Plan 2020-2021
voice and learn how their
voice can be elevated to
bring about change

• Communicate/collaborate
with and train other
department’s staff on EL
instructional and cultural
needs.

Due Date: June 2021 Review Date: 12/2020 & 6/2021

 Cultural Proficiency
Supervisor Name Indicator Action Due Date: Accountability Measure Status
Our department will identify a Each member of our Our department will have
representative that will train department will complete the 100% attendance by Spring,
Example our group as well as assist with 8 hours of training. 12/18/20 2021 as identified by sign-ins In Progress
the completion of our DEI to PL and updated iAchieve
Plan. attendance
Our department will Each member of our Our department will have
participate in three (3) department will complete 100% attendance by May 31,
additional Cultural three additional cultural 2021 as identified by verified
DPI Leaders Proficiency learning proficiency learning sessions 5/31/21 attendance and/or sign-ins to To Do
activities. to complement and extend PL sessions.
the learning from Module I.
Sites who implement Provide resources, data, and Discipline Guideline Schools
Discipline Guidelines (DG) will training to current discipline will be represeted/attend PL
Rita Baharian/Wendy Silva use culturally responsive guideline schools through 5/31/20 as identified by verified To Do
discipline practices. virtual and in-person PL. attendance and/or sign-ins to
PL sessions.
 School
Leadership

Goal 2
Goal 2 Equity Plan 2020-2021
Indicator:
Our department will identify a representative
that will train our group as well as assist with the
completion of our DEI Plan.
• Lisa Nichols and Pat Riddlesprigger will
provide PL to certificated and classified
Goal 2 staff members
• Lisa Nichols and Pat Riddlesprigger will
be providing PL to all elementary Music
teachers January through May.
Indicator:
In our department, culturally responsive
practice(s) is/are...
• Capturing BSU Advisory Council
student voices presented to
Superintendent and Board Trustees
• Promoting collaborative dialogue
within departments about ensuring
students engage in Arts, Activities, and
Athletics
• Planning for AASLA Student/Parent
workshops we build on student’s
background knowledge and needs
• Select/provide culturally responsive
text for all AASLA/BSU students in
our schools
Action:
Each member of our department will
complete the 8 hours of training.
• Provided Cultural Proficiency
PowerPoints to all Goal 2 staff
members
• Provide additional culturally
responsive readings that
compliments the work and training
around CP
• Update and complete attendance in
iAchieve
Due Date: June 2021
Action:
In order to achieve the outcomes in the
indicator, OUR DEPARTMENT WILL...
• Bi-monthly mentoring meeting
with BSU Advisory Council to
promote leadership skills
• Weekly Goal 2 meetings to discuss
and create opportunities for
continue collaboration for other
departments
• Support site champions when
planning and modeling lessons
• Provide African American speakers
for monthly virtual parent/student
workshops for the 2020-21 school
year
Accountability Measure:
Our department will have 100%
attendance by Spring, 2021 as identified
by sign-ins to PL and updated Achieve
attendance
• By June 2021, all Goal 2 staff
members will have received
culturally proficiency professional
development training as per
iAchieve sign-in
•
Review Date: 11/2020 & 6/2021
Accountability Measure:
In order to measure our success, OUR
DEPARTMENT WILL...
• By June 2021, we will ensure 70%
of student participation in monthly
meetings and capture all recordings
of BSU Advisory Council meetings
• Keep record of all meeting agendas
• Ensure 50% attendance of
participation at AASLA
Student/Parent workshop
• Collect student voice discussion and
feedback throughout the school year
via Microsoft Teams recordings
Goal 2 Equity Plan 2020-2021
• Developing a blueprint to promote a
BSU at all sites including high, middle,
and elementary
• Culturally aware and proficient lens for
selecting Music pieces in instruction
and performances
•
• Monitor and reallocation of
department budgets to provide site
support for students
• Increase BSU at elementary level
•

Due Date: June 2021 Review Date: 12/2020 & 6/2021

Goal 2 Equity Plan 2020-2021
Indicator:
Our department will stay proactive with
multicultural experiences by...
• Collaborate with UC Merced, CSU
Fresno, and the Fresno County Office of
Education to Fresno to host annual
summer weeklong enrichment trips
• Coordinate with Edison Region to
promote the BSU annual Black History
Month Program
• Provided a Black Panther Experience-
including a Pre/Post discussion with Dr.
Tony Browder and movie viewing for all
BSU/AASLA students to addition for site
leaders and champions
• Provide various multi-cultural workshops
facilitated by African American leaders
that include district personnel, site
leaders, staff, parents, and students
• Supporting Arts teachers in providing
multicultural experiences in Music,
theatre, dance, and visual art
• Develop a menu of virtual enrichment
trip options for each elementary site to
choose from to support student distance
learning
Action:
In order to achieve the outcomes in the
indicator, OUR DEPARTMENT WILL...
• Meet quarterly with the
representatives of UC Merced,
CSU Fresno, and Fresno County
Office of Education to discuss and
agree on AASLA enrichment
experiences
• Collaborate weekly with high,
middle, and elementary teachers
and students as well as community
partners to promote and plan the
Black History Month Program
(September- February)
• Provide African American speakers
for monthly virtual parent/student
workshops for the 2020-21 school
year
• Provide CP training and follow-up
activities and resources in research
and selecting multicultural
pieces/art/literature
• Providing all elementary sites with
a virtual enrichment options by
grade level to support student
distance learning engagement
Due Date: June 2021
Accountability Measure:
In order to measure our success, OUR
DEPARTMENT WILL...
• Have at least 70% of all AASLA
students attend enrichment trips
provide by Goal 2 department
• Assure that 100% participation of
students who signed up within
the Edison Region schools (high,
middle, and elementary students)
for the Black History Month
Program
• Collect student voice discussion
and feedback throughout the
school year via Microsoft Teams
recordings
• Lesson observations/PLC data
collection
• Goal 2 will maintain matrix of
sites destinations and dates.
•
Review Date: 12/2020 & 6/2021
Goal 2 Equity Plan 2020-2021
Indicator:
Our department commits to social action by...
• Captured BSU Advisory Council
student voices presented to
Superintendent and Board Trustees
• Collaborate with CSU, Fresno and BSU
Advisory Council to promote and
capture student voice in PSA and T-
shirt campaign
• Embed social justice topics and
resources within BSU advisors and
students
• Promote high quality services for all
our students regardless of language,
culture, race, immigration status,
gender, socio-economic status, etc.
• Encouraging and support culturally
diverse themes within the REAL Art
Collaborative
• Partnering with SPED to form Unified
Athletics (Soccer, Basketball, and Track)
Action:
In order to achieve the outcomes in the
indicator, OUR DEPARTMENT WILL...
• Bi-monthly mentoring meeting
with BSU Advisory Council to
promote leadership skills
• Collaborate with community and
parent organizations to serve all
African American students
• Continue to provide ongoing
guidance and support to
advisors/students to elevate their
voice that can bring about change
• Weekly Goal 2 meetings to discuss
and create opportunities for
continue collaboration for other
departments
• Diverse texts to support to support
classrooms
• Meet with site AD’s to identify
Unified Athletic Champions to
inspire and coach our students with
special needs alongside a general
partner
Due Date: June 2021
Accountability Measure:
In order to measure our success, OUR
DEPARTMENT WILL...
• By June 2021, we will ensure 70%
of student participation in monthly
meetings and capture all recordings
of BSU Advisory Council meetings
• By end of 1st semester, BSU
Advisory Council will complete the
public service announcement and T-
shirt design
• By end of 1st semester, all BSU
advisor/officer will have resources
(books and materials) to support
their club
• Schedule time within District
meeting structures such as
Director/Manager meetings to share
AASLA/BSU department projects
• Gallery exhibitions/evidence in
student art and writing
• Ensure that all 7 comprehensive
sites field a team each season
Review Date: 12/2020 & 6/2021
 HR &
Labor
Relations

Human
Resources
(HR)
 HUMAN RESOURCES DEI PLAN: CULTURAL PROFICIENCY
Indicator
Cultural Proficiency Human Resources has identified 2 staff members to
train the department, assist the team with the draft
of our Diversity, Equity and Inclusion Plan, and lead
discussion throughout the second semester refining
and adjusting the actions as needed to close gaps.
Action
In order to achieve the outcomes in the
indicator, the Human Resources
Department will:
-complete the 1 hour Introductory Training
through Navex and,
-complete the 8 hour Compulsory Training
Due Date:
-Introductory Training, 12/17/2020
-Compulsory Training, Spring 2021
Completed In Progress
Accountability Measure
In order to measure success, Human
Resources will have 100% Attendance by
the Spring of 2021 as identified by sign-
ins to Professional Learning and updated
iAchieve attendance, %age of Pre and
Post Test for the department.
Status:
Date Reviewed: 12/17/2020
Needs Attention Behind Schedule
HUMAN RESOURCES DEI PLAN: CULTURALLY RESPONSIVE PRACTICES

Indicator Action Accountability Measure

In our department, culturally responsive
practices is/are….
• Actively recruiting, selecting, and retaining (RSR)
workforce from diverse backgrounds which are
representative of our student body and
community
• Recognizing the needs of the community
In order to achieve the outcomes in
the indicator, OUR DEPARTMENT
WILL…
• Develop materials which are culturally
sensitive and accessible
• Develop partnerships with agencies
and organizations that help with
diverse RSR support
• Provide trainings and supports
• Diversity Posters – spotlighting cultures
and languages
-Working with all of our sites and
department that they have 1 or 2 questions
about cultural proficiency.
In order to measure our success,
OUR DEPARTMENT WILL….
• Readability of materials
• Easy of access to RSR information
• Customer Satisfaction
• Dashboard
-Did you use at least one culturally
proficient questions? We want all of our
sites and departments understand that
as a district how important this is.
• Our employees should reflect the
diversity of our students.

• Hiring individuals that represent the

community.

Due Date: Status:

Follow up scheduled for January Date Reviewed: Follow up
2021 scheduled for January 2021
Completed In Progress Needs Attention Behind Schedule
HUMAN RESOURCES DEI PLAN: MULTICULTURAL EXPERIENCES
Indicator
For Human Resources, culturally responsive
practices look like….
• Organize social experiences that allow staff to
experience various cultural traditions – movie;
cuisine; share a holiday tradition etc.
• HR will stay active with Multicultural
Experiences by participating in the quarterly
multicultural activities put out by the advisory
board.
• Office Celebrations
Action Accountability Measure
In order to achieve the outcomes in the In order to measure our success,
indicator, OUR DEPARTMENT WILL… OUR DEPARTMENT WILL….
• Potlucks with individuals sharing their
recipe and traditions around it
• Participation
• Table Talks – understanding the
• Satisfaction
cultures of our staff and students
• Like Halloween, Cultural Dress-up Day
• Traditional Game Evening/Day • Engagement and
participation/inter-
• A goal of attending 2 events at participation within the district
various cultural celebrations utilize – target goal 60% employee
social media platform to promote attendance and 100%
attendance
• i.e Hmong New Year Recruitment
department participation
• -Attending these events and being
Event
visible to let the community know
Host an HR cultural/diversity an equity
that we are in support of recruitment
day (Virtual) various departments would
from various cultures
participate
• Our goal is to shoot for 90%
-HR will complete and attend meetings
participation as a department.
Due Date: Follow up scheduled for Status:
January 2021 Date Reviewed: Follow
up scheduled for January 2021
Completed In Progress Needs Attention Behind Schedule
HUMAN RESOURCES DEI PLAN: SOCIAL ACTION
Indicator
Human Resources commits to social action
by….
• HR will commit to Social Action by identifying our
different work areas and how we can grow as an
office by incorporating new areas for team growth
through the department.
• Job Fairs/Recruitment Fairs
• Responses to phone calls and emails
Action
In order to achieve the outcomes in
the indicator, Human Resources
will…
• Cultural Food Fair to share
• HR will commit to being open to
training in multiple areas and never
shying away from new areas.
Maintaining face to face collaboration.
• Plan job fairs on a regular basis
throughout the school year.
• Responding in a timely manner (48 hours
to return a call). Respond to emails
letting the individual know you have
received it and will followup.
Due Date: Follow up scheduled for
January 2021
Completed In Progress
Accountability Measure
In order to measure our success,
Human Resources will….
• HR will establish the different areas in
the office.
• Cross training to provide growth
within the department.
•Follow-up with callers on their
satisfaction.
• Hiring Process review
• Survey people within 30 days of
hire. Ask them questions on a 1-10
scale – How was your onboarding
process? Would you recommend
FUSD to a friend?, etc.
Status:
Date Reviewed: Follow
up scheduled for January 2021
Needs Attention Behind Schedule
 School
Leadership

Leadership Development
Indicator:
The Leadership Development (LD) Department staff
will participate in all Tier 1 Cultural Proficiency
Trainings.
Leadership Cohort participants will participate in
Cultural Proficiency training through a Culturally
Conscious Leadership course in their Preliminary
Administrative Services Credential (PASC) Program.
Indicator:
Leadership Development will implement professional
learning for pipeline participants that includes
culturally responsive practices that build upon initial
cultural proficiency trainings at sites and departments.
Indicator:
Leadership Development will seek opportunities and
experiences for participants in the leadership
development pipeline to learn of various cultures by
*learning about best practices
*communicating opportunities for current, new and
upcoming leaders to engage in multicultural
experiences.
Indicator:
Leadership Development will increase the diversity of
the leadership pipeline by recruiting and retaining
highly qualified candidates.
Leadership Development commits to social action by
ensuring leaders receive ongoing learning around
equitable practices in the classroom.
Action: Accountability Measure:
*Each member of our department will LD will have 100% attendance by
complete the 1 hour of Introductory Spring 2021 as identified by sign-ins
Compulsory training (Navex) and the 8 hours to PL and updated iAchieve
of Foundational Compulsory training. attendance.
*LD staff will coordinate with MCSS staff and Leadership Cohort XV participants
the DEI team to align course content to FUSD Status:
will participate in all 6 weeks of class
In Progress
trainings. sessions and complete all related
Due Date: 5/28/21 Date Reviewed:
coursework assignments as measured
5/28/21
LD will have a representative that will serve on by attendance rosters and grade-books.
the DEI Department Steering Committee and
Action:
ensure completion of actions on the DEI plan.
Accountability Measure:
LD leaders will meet regularly to ensure LD will conduct an annual review of
resources and materials include culturally content for all pipeline program
responsive practices where appropriate: content, resources, and presenters to
*CoAdministrator Sessions identify necessary improvements for
*Leadership Academy Monthly PL the following year. Culturally
*Leadership Cohort CCL Course Responsive Practices will become one
* Skillful Leader Monthly PL Status: In
indicator thatProgress
is measured.
Due Date: 5/28/21 Date Reviewed: 5/28/21
Action: Accountability Measure:
*Align learning for all leaders to ensure LD will conduct an annual review of
experiences are presented from an asset-based content for all pipeline program
frame and from a wide-array of cultures content, resources, and presenters to
*Embed opportunities for preparation programs identify necessary improvements for
- Leadership Cohort and Leadership Academy - the following year. Participation and
to attend opportunities across the district that exposure to multicultural opportunities
represent multicultural opportunities for staff Status:
will become one indicator that is
In Progress
and students. measured. Involvement in offerings
Due Date: 5/28/21 Date
will beReviewed:
measured through:
5/28/21
*sign-in sheets
Action: Accountability Measure:
*presenters
*In all Instructional Practice Walks with *Content ofof
A structure SOS Weeklyand group
individual
leaders and pipeline groups, leverage the IPG mentor for the AA site leaders will be
to highlight where equity and inclusion is established with input for an
called out infrastructure for better supports for
*Share learnings to support social action leaders of color in FUSD.
through guest speakers, media and reading.
*partner with MCEL to mentor our African Status:
AgendasIn
and resources used in IPWs
Progress
American site leaders to ensure support, and other presentations led by
Due Date:
retention and5/28/21
to develop an infrastructure for Date Reviewed:
Leadership Development will indicate
5/28/21
leaders of color in FUSD. if issues of equity and inclusion are
 Communica1ons
Informa1on

Parent University
(PU)
 PARENT UNIVERSITY’S
EQUITY ACTION PLAN
Our Mission: To empower, engage and connect families to support student achievement
PARENT UNIVESITY GOALS
Started
Goal 1: Increase Parent Planning
Involvement Discussion
A. Increase parent involvement: Hmong Parents
and understand one size does not
fit all Start with focus groups to
understand the changing needs of
Hmong Families
B. Look at resources and Assure that materials, books, and
materials through cultural resources provided to parents are
proficiency lens presented in a manner that is
culturally competent
C. Design parent involvement Look at both qualitative and
around needs and concerns of quantitative data. Create a survey
parents/culture by parent university for parents
and administration
Action Date, in Progress, TBD, A. Spring 2020: Hmong Parent
and Ongoing Learning Academy (ongoing)
B. In Progress
C. In Progress
Parent University’s Equity Action Plan
Started
Planning
Discussion
English Parents
Start with focus groups to
understand the changing needs of
English Families
Assure that materials, books, and
resources provided to parents are
presented in a manner that is
culturally competent
Look at both qualitative and
quantitative data. Create a survey
by parent university for parents
and administration
A. Looking at long-term virtual
sessions for our English families
(in progress)
B & C. In Progress
Started
Planning
Discussion
African American Parents
Start with focus groups to
understand the changing needs of
African American Families
Assure that materials, books, and
resources provided to parents are
presented in a manner that is
culturally competent
Look at both qualitative and
quantitative data. Create a survey
by parent university for parents
and administration
A. Fall 2019: Voices Leadership
Council (ongoing)
B. In Progress
C. In Progress
9-18-20
 Goal 2: Present Staff
Cultural Proficiency
Training
A. Train our staff to be
culturally competent
B. Institutionalize cultural
knowledge and cultural
competence through staff
professional learning.
Action Date, in Progress,
TBD, and Ongoing
Parent University’s Equity Action Plan
Started
Introduced Cultural Proficiency
to staff at December 2019 Cycle
of Review
Staff presented on their culture
and experiences
A.
September 2019: LGBTQIA
Training (completed)
December 2019: Introduction of
Cultural Proficiency &
Reflection (completed)
B. May 2019-October 2020:
Cultural Learning Staff
Presentation (ongoing)
Planning Discussion
Cultural Proficiency Training Cultural Proficiency Training Part III:
Part II: Foundational TBD
Compulsory (8 hours)
Look at presenters and Extend cultural learning on other
scheduling a Museum of diverse community cultures
Tolerance (MOT) trip in June (will reach out to district staff and
2020 community members)
A. October 2020-December A. TBD
2020 (training scheduled)
B. TBD
B. MOT trip was canceled due
to COVID-19 (pending on
future date)
9-18-20
 Goal 3: Measure and
Analyze the Work Started
A. Visit and research other TBD
parent engagement school
districts
B. Look at new ways to engage Already started new strategies:
parents and focus more on Hmong Parent Learning
school sites as a partner Academy, Pilot – single
standalone on our 5-week parent
learning sessions
Action Date, in Progress, A. TBD
TBD, and Ongoing
B.
Spring 2019: Piloted Hmong
Parent Learning Standalone
Session (completed)
Fall 2020: Hmong Parent
Learning Academy (ongoing)
Parent University’s Equity Action Plan
Planning
TBD
Look at school sites that have
been our successful partners and
focus with them on new ideas
A. TBD
B.
June 2020: Virtual parent
learning Standalone Sessions
(completed)
Spring 2020: Empower
Mondays (canceled due to
COVID-19)
Fall 2020: Empower Mondays
(ongoing)
Discussion
Cohort 1 FUSD Team suggested that
we visit other districts and look at
their parent engagement
What are activities that we can create
beyond sessions that focus on parent
engagement at the school site as a
collaborative partnership. In
discussion, on webinars for parents
who cannot attend in person parent
sessions.
A. TBD
B. TBD
9-18-20
 School
Leadership

Special Education
Department (SPED)
SPECIAL EDUCATION DEPARTMENT EQUITY PLAN 2020-2021
Indicator:
Our department will identify a representative
that will train our group as well as assist with
the completion of our DEI Plan.
• The Special Education department will
have 3 TOT for Cultural Proficiency
training
• The Special Education department
trainers will provide PL on Cultural
Proficiency to all classified, certificated
and management staff (approximately
175 staff)
Indicator:
In our department, culturally responsive
practice(s) is/are...
• Use of student first language (students
with disabilities vs sped student)
• Promote Least Restrictive Environment
(LRE) opportunities at all times for our
students with disabilities
• Provide disproportionality data on
suspension of African American
students on an IEP
Action:
In order to achieve the outcomes in the
indicator, OUR DEPARTMENT WILL...
• The Special Education
department will send 2 staff
members to the TOT 10 day
training
• Each member of the Special
Education department will
complete the 8 hours of Cultural
Proficiency training.
• SPED Cultural Proficiency team
(SPED-CPT) will provide
books, ppts, and resources to all
department staff
Due Date: June 2021
Action:
In order to achieve the outcomes in the
indicator, OUR DEPARTMENT WILL...
• Review all Special Education
department presentations to
ensure student first language is
embedded
• Quarterly principal meetings to
review LRE and suspension
school site data
• Weekly suspension data sent to
case managers and site
administration
Accountability Measure:
In order to measure our success, OUR
DEPARTMENT WILL...
• Ensure Cultural Proficiency TOT
will increase from 1 to 3 by May
8, 2021 and receive completion
certificates
• Our department will have 100%
attendance by May, 2021 as
identified by sign-ins for CP- PL
through IAchieve attendance
Review Date: 1/2021 & 6/2021
Accountability Measure:
In order to measure our success, OUR
DEPARTMENT WILL...
• Need measure for department
presentations
• Ensure 100% of all Regional
Instructional Managers will meet
quarterly with 100% of all sites
they support to discuss site
specific LRE and suspension data
as measured by RIM reports
• Increase inclusion opportunities
for all students as measured by
Power BI LRE data by site
SPECIAL EDUCATION DEPARTMENT EQUITY PLAN 2020-2021
• Decrease suspensions of African
American students on an IEP as
measured by Power BI suspension
data by site
SPECIAL EDUCATION DEPARTMENT EQUITY PLAN 2020-2021
Indicator:
Our department will stay proactive with
multicultural experiences by...
• Involve Student Advisory Council
#VOICES UNITED to participate in
multicultural events in the community
and district
• Coordinate with all school sites to
celebrate Autism Awareness Month
• Collaborate with Parent University to
provide professional learning on related
Special Education topics for our
Hmong and Hispanic families
Action:
In order to achieve the outcomes in the
indicator, OUR DEPARTMENT WILL...
• #VOICES UNITED student
advisory council will support
teaching students ASL for
Black History Month program
celebration
• #VOICES UNITED student
advisory council will present
on challenges and actions
needed to our CAC parent
meeting
• The Special Education
department will host their
annual Autism Art event
showcasing art work from
students in our Autism
programs
• Schedule PL opportunities for
our Hmong and Hispanic
families
Accountability Measure:
In order to measure our success, OUR
DEPARTMENT WILL...
• Have #VOICES UNITED students
participate in teaching ASL as
measured by the performance in
February by the Edison region
students
• Have #VOICES UNITED present
at the Jan. 19, 2021 CAC meeting
• Collect art work from 100% of
Special Education Autism
programs to showcase in the April
Autism art event
• Increase professional learning
opportunities for our Hmong and
Hispanic families as measured by
attendance sign-in sheets through
Parent University
SPECIAL EDUCATION DEPARTMENT EQUITY PLAN 2020-2021
Indicator:
Our department commits to social action by...
• Develop a student voice collaborative that is
representative of diverse cultures
Action:
In order to achieve the outcomes in the
indicator, OUR DEPARTMENT WILL...
• RIMS, School psychologists and
case managers will work with
case managers to provide student
names to have greater diversity in
the Special Education department
Student Advisory Council
#VOICES UNITED
Due Date: June 2021
Accountability Measure:
In order to measure our success, OUR
DEPARTMENT WILL...
• By June 2021, The Special
Education department will have
student representation from all 7
regions
Review Date: 12/2020 & 6/2021
 School
Leadership

Teacher
Development
 TEACHER DEVELOPMENT 2017-2020
CULTURAL PROFICIENCY PLAN & ARCHIVED ACTIONS

Vision: Every classroom has a highly effective teacher

where students thrive
Purpose: A coherent continuum of teacher development
Teacher Development- Cultural Proficiency- Archived Actions

Completed In Progress Needs Attention Behind Schedule

 Teacher Development- Cultural Proficiency- Archived Actions
Driver 2 Invest all stakeholders in a shared vision of instruction
Strategies Challenging and elevating our expectations for effective instruction to accelerate learning for all students
Aligning teaching and learning with our shared vision for effective instruction defined by the Instructional Practice Guide
Aligning our policies, systems, structures, processes and practice, including department goals, initiatives and budget decisions, to support progress toward our vision
Action 1 Implement professional learning on equity to recognize and interrupt inequitable patterns and practices
Department: Teacher Development Lead: Teresa Morales-Young
Support Structures/Resources
SMART Goal Action Steps Outcomes/Evidence of Progress Timeline Status Note(s)
Personnel Materials
Create and implement Support Staff Culturally Responsive Data: Overall Pipeline Diversity Fall 2017 Culturally Responsive Cultural proficiency
professional learning that • Administrator Teaching and the and ongoing Pedagogy work has shifted
focuses on strategies to • Director Brain • Teacher Academy – 1. Hold University ownership to Equity
improve instruction for • Managers 92.86% partnership and Access.
African American students • Pipeline TSAs Epoch materials • Para Academy – 70.83% meetings & walks Teacher
(Culturally Responsive • Instructional • Grow 2 Teach- 86.36% with a focus on Development
Pedagogy) Coaches Role play scenario • Transition to Teaching – cultural proficiency partners with E & A
1. Hold University • University cards 72.56% to strategically plan
partnership meetings & Faculty • Fresno Teacher and deliver
Implement professional
walks with a focus on • Transportation Busses Residency Program – 2. Provide common professional
learning for pre-service to
cultural proficiency staff 69% learning based on learning. Teacher
in-service teachers which
2. Provide common learning • Consultants Cultural Proficiency CRT and the Brain Development
focuses on cultural
based on CRT and the • Teachers Manual for School Total Pipeline Diversity -77% with university continues
proficiency to improve
Brain with university Leaders faculty at professional
student achievement;
faculty at curriculum • The percentage of curriculum learning for the
specifically focusing on
meetings Ted Talk Videos African Americans : meetings audiences in the
traditionally marginalized
3. Co-develop course syllabi o students- 8.7% teacher pipeline.
groups
with university faculty o teachers- 4.27%
with a focus on cultural o pipeline- 8.88% 3. Co-develop course
proficiency syllabi with
4. Attend Zaretta Current pipeline program data university faculty
Hammond’s conference for African Americans: with a focus on
on CRT & the Brain • Teacher Academy- 1.79% cultural proficiency
5. Provide New Teacher • Para Academy- 4.17%
Support coaches equity • Grow to Teach- 13.64%
training, including: 4. Attend Zaretta
• Transition to Teaching-
optimal learning Hammond’s
17.69%
environments, standards-

Completed In Progress Needs Attention Behind Schedule

 Teacher Development- Cultural Proficiency- Archived Actions
based instruction, & • Fresno Teacher conference on CRT
analyzing work student Residency Program- & the Brain
by student to determine 5.58%
needs
6. Provide PL Column PL Column Course -advancement 5. Provide New
courses that address courses for eligible certificated Teacher Support
disproportionality and employees on Column IV of the coaches equity
strategies to teach pay scale. Participant Data (past training, including:
African American and current). Each course is 45 optimal learning
students hours: environments,
2015-2016 standards-based
Create and implement • Courageous instruction, &
professional learning to Conversations About analyzing work
recognize and interrupt Race- 3 student by student
inequitable patterns and • Understanding Culture to determine needs
practices for marginalized and Race-1
students (Social Justice
Education) 2016-2017 6. Provide PL Column
1. Provide 4 days of Implicit • Becoming a Culturally courses that
Bias training for Responsive Teacher- 4 addresses
Instructional Coaches and • Best Practices for disproportionality
department leaders Teaching African and strategies to
through Epoch Education American Boys- 4 teach African
2. Provide a keynote American student
speaker focusing on 2017-2018
inclusivity, bias, and • Best Practices for
teacher impact Teaching African Social Justice
3. Provide implicit bias American Boys-5 Education
session at New Teacher • Relationally Responsive 1. Provide 4 days of
Conference Classroom Management- Implicit Bias training
4. Provide cultural 2 for Instructional
proficiency & implicit bias • Becoming a Culturally Coaches and
sessions at Saturday, Responsive Teacher-4 department leaders
Pipeline for aspiring & through Epoch
new teachers 2018-2019 Education

Completed In Progress Needs Attention Behind Schedule

 Teacher Development- Cultural Proficiency- Archived Actions
5. Sent 6 department • Best Practices for
members to Trainer of Teaching African
Trainers Certification on American Boys-6 2. Provide a keynote
Cultural Proficiency • Becoming a Culturally speaker focusing on
Responsive Teacher- 12 inclusivity, bias, and
Create and implement • Courageous teacher impact
experiences that celebrate Conversations About
diversity and create positive Race-2
interactions across difference • Relationally Responsive 3. Provide implicit bias
that include highlighting Classroom Management- session at New
students of color 10 Teacher Conference
(Multicultural Education)
1. Provide cultural
experiences to frame Cultural Proficiency Keynote 4. Provide cultural
asset -based Session at New Teacher proficiency &
conversations, including Conference (400 participants) implicit bias
visiting African American sessions at
churches & organizations Implicit Bias Session at New Saturday, Pipeline
2. Provide a bus tour that Teacher Conference: (30 for aspiring & new
includes visiting participants) How would you teachers
community resources rate the overall effectiveness of
this session? 4.875 rating
5. Sent 7 department
members to Trainer
of Trainers
Certification on
Cultural Proficiency

Multicultural
Education
1. Provide cultural
experiences to
frame asset -based
conversations,
including visiting

Completed In Progress Needs Attention Behind Schedule

Teacher Development- Cultural Proficiency- Archived Actions
African American
churches &
organizations

2. Provide a bus tour

that includes
visiting community
resources

Completed In Progress Needs Attention Behind Schedule