HEALTHY CULTURE

WE BELIEVE IN A HEALTHY CULTURE

WE BELIEVE a successful healthy culture involves clear and consistent communication to provide us with a sense of belonging. Through emotional and vulnerable aspects of our culture we will invest in each other all while solving hard problems, and engaging in our differences and cultures of thinking.

Our common goal is to deepen connections with our families, staff and community, deepening our appreciation for our diversity.

Our healthy culture recognizes:

We are here to serve
Our attitudes must honor and respect our learning processes
We appreciate the stages of collaboration
We celebrate learning from our diversity and one another

OUR STRATEGIES WILL develop a healthy culture where the students, staff, families, and community partners are included and feel valued.

WE WILL MEASURE BY surveying students, staff, families, and the community.

SELECTION

	HEALTHY CULTURE \| SELECTION
	ACTION STEPS	TIMELINE
HC 1	Design a sustainable plan to recruit and retain staff with diverse ethnic and racial backgrounds to reflect our community’s demographic	SPR 21 SUM 21

HC 2	Design and execute a district-wide process to recognize staff for exemplary performance	SUM 21 FALL 21

HC 3	Design and execute a protocol for forming teams to include: Identifying competencies needed of team members An application and/or interview process for Equity, Titan Improvement Process, Student Supports, and Teaching/ Learning team members based on the competencies Select members for teams that closely reflect our community’s demographic Establish clear purpose of the objectives of the team Reference and utilize research-based practices such as team start-up guide from the National Implementation Research Network (NIRN) and Massachusetts Institute of Technology (MIT), and the Ohio Improvement Process 2.0	SPR 21 SUM 21 FALL 21 SPR 22

HC 4	Identify and create a succession plan to provide for continuity through transitions.	SUM 21 ONGOING


	ABOUT COMPETENCY SELECTION
	Selection refers to the purposeful process of recruiting, interviewing, and hiring ‘with the end in mind’. Selection through an active implementation lens includes identifying skills and abilities that are prerequisites and/or specific to the innovation or program, as well as attributes that are difficult to train and coach.

TRAINING

	HEALTHY CULTURE \| TRAINING
	ACTION STEPS	TIMELINE
HC 5	Create a learning module around norms of collaboration and ways of teaming that apply to Equity, Titan Improvement Process, Student Supports, and Teaching/Learning.	SPR 21 SUM 21 FALL 21

HC 6	Integrate diverse sets of values that promote open mindedness and acceptance as part of all professional learning.	FALL 21 ONGOING

HC 7	Promote awareness and competency of healthy culture components that impact Equity, OIP, MTSS, and Curriculum through professional development opportunities such as a shared book study, guest lectures, multimedia presentations, and dialogue/discussion.	SPR 21 ONGOING

HC 8	Learn about the history of our country and Lorain City: Ethnic settlement History of Marginalization Recruitment and housing assignments by industry Redlining Policing Economy Education	SPR 21 ONGOING

HC 9	Design professional learning by modeling the principles of Universal Design for Learning: multiple means of engagement, representation, and action & expression.	SUM 21 ONGOING

HC 10	Develop a protocol to differentiate meaningful professional development based on need for all staff.	SPR 21 FALL 21 SUM 22 SUM 23 SUM 24


	ABOUT COMPETENCY TRAINING
	All staff members need training in healthy culture to have a clear understanding of what is expected of them. Training through an active implementation lens is defined as purposeful, skill-based, and adult-learning informed processes designed to support teachers and staff in acquiring the skills and information needed to begin using a new program or innovation.

COACHING

	HEALTHY CULTURE \| COACHING
	ACTION STEPS	TIMELINE
HC 11	Develop a train-the-trainer coaching process so that all staff can benefit from coaching in the focus areas of our plan.	SUM 22 FALL 22 SPR 23


	ABOUT COMPETENCY COACHING
	Even with the best training, educators still need frequent, ongoing coaching to ensure successful implementation. A 2002 meta-analysis by Joyce and Showers makes a compelling case for the need for skillful coaching. The authors noted that even very good training that included demonstration, practice, and feedback resulted in only 5% of teachers using the new skills in the classroom. Only when training was accompanied by coaching in the classroom was there substantial use in the practice setting.

SYSTEMS INTERVENTION

	HEALTHY CULTURE \| SYSTEMS INTERVENTION
	ACTION STEPS	TIMELINE
HC 12	Develop and administer a culture survey to identify barriers for healthy culture from all staff. Conduct a root cause analysis to: Identify cultural barriers Determine which barriers have the greatest impact Revise action steps to address barriers	FALL 21 SPR 22 FALL22 SPR 23 FALL 23 SPR 24 FALL 24 SPR 25

HC 13	Conduct a root cause analysis to: Identify cultural barriers Determine which barriers have the greatest impact Revise action steps to address barriers	SUM 21 SUM 22 SUM 23 SUM 24

	ABOUT ORGANIZATION SYSTEMS INTERVENTION
	The purpose is to create and sustain an environment and conditions that support the new way of work. The goal of systems intervention is to identify and eliminate or reduce such barriers, or to enhance and sustain those policies, procedures, and regulations that facilitate the work at hand.

FACILITATIVE ADMINISTRATION

	HEALTHY CULTURE \| FACILITATIVE ADMINISTRATION
	ACTION STEPS	TIMELINE
HC 14	Develop building focus groups to process survey data and root cause analyses to create actions to address the cultural barriers that apply to Equity, Titan Improvement Process, Student Supports and Teaching/Learning.	SUM 21 SUM 22 SUM 23 SUM 24

	ABOUT ORGANIZATION FACILITATIVE ADMINISTRATION
	The primary function of Facilitative Administration is to create and maintain hospitable environments to support new ways of work.

DECISION SUPPORT DATA SYSTEM

	HEALTHY CULTURE \| DECISION SUPPORT DATA SYSTEM
	ACTION STEPS	TIMELINE
HC 15	Analyze student survey data to understand student and family perspectives of healthy culture.	SUM 21

HC 16	Use Culture Survey Results to progress monitor the health of the district culture.	FALL 21 SPR 22 FALL 22 SPR 23 FALL 23 SPR 24 FALL 24 SPR 25

HC 17	Survey the community to understand their experiences within the school district.	SPR 22 SPR 23 SPR 24 SPR 25


	ABOUT ORGANIZATION DECISION SUPPORT DATA SYSTEM
	The Decision Support Data System (DSDS) is a system for identifying, collecting, and analyzing data that are useful to the teacher, school, district and other implementing environments. The system itself needs to live up to its name. It must be a data system that provides timely, reliable data for decision-making.

TECHNICAL LEADERSHIP

	HEALTHY CULTURE \| TECHNICAL LEADERSHIP
	ACTION STEPS	TIMELINE
HC 18	Develop expectations and a protocol for clear and consistent two-way communication.	SUM 21 FALL 21

HC 19	Develop a data calendar that identifies the data sources for both plan implementation and the impact of the plan.	SUM 21 ONGOING

	ABOUT TECHNICAL LEADERSHIP
	Technical challenges are those characterized by pretty clear agreement on a definition of the dimensions of the problem at hand. Technical problems also have clearer pathways to solutions. The leader can form a team, make a plan, make decisions, hold people accountable and execute the solution. Technical challenges respond well to a more traditional management approach where problems are defined, solutions are generated, resources are garnered and tasks are assigned, managed, and monitored. A leader guides the overall process and is more “in charge.”

ADAPTIVE LEADERSHIP

	HEALTHY CULTURE \| ADAPTIVE LEADERSHIP
	ACTION STEPS	TIMELINE
HC 20	Develop a responsive learning environment based on the growth mindset.

HC 21	Share in a common mission by investing in each other’s growth mindset and sense of belonging to foster meaningful engagement and responsive learning environments that enhance our ability to thrive in a healthy culture.	SPR 21 ONGOING

HC 22	Develop an understanding that inclusion is involvement and empowerment, where the inherent worth and dignity of all people are valued.	SPR 21 ONGOING

HC 23	Promote and sustain a sense of belonging by valuing and practicing respect for the talents, beliefs, backgrounds, and ways of living.	SPR 21 ONGOING

	ABOUT ADAPTIVE LEADERSHIP
	Adaptive challenges aren’t “solved” through traditional management approaches, because adaptive challenges involve legitimate, yet competing, perspectives — different views of the problem and different perspectives on what might constitute a viable solution. In this case, the definition of the problem is much less clear, and the perspectives on the “issue” at hand differ among stakeholders. Viable solutions and implementation pathways are unclear and defining a pathway for the solution requires learning by all. This “all” means that the primary locus of responsibility is not a single entity or person. These types of challenges require a different type of leadership and often require leadership at many levels.

HEALTHY CULTURE TIMELINE

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COMPETENCY | SELECTION

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Design a sustainable plan to recruit and retain staff with diverse ethnic and racial backgrounds to reflect Lorain's demographic

Design and execute a protocol for forming teams.

Design and execute a district-wide process to recognize staff for exemplary performance

Identify and create a succession plan to provide for continuity through transitions.

COMPETENCY | TRAINING

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

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SUM24

FALL24

SPR25