The Fayetteville-Manlius School District Mental Health Task Force and district’s Diversity, Equity, and Inclusion Committee have both presented several recommendations to the district following their first full school year of collaborative work. The district plans to implement at least one task force and one committee recommendation in the 2024-25 school year.
The Mental Health Task Force met bi-monthly throughout the 2023-24 school year, using RMS survey data to determine themes and make recommendations. The group acknowledged that their assessment is of the perceived culture within the district, not a current assessment of student mental health. They recommended tracking important mental health markers such as the rate of students with anxiety, depression, and suicidal ideations in the years to come for a more multi-faceted approach.
The committee left the district with some key findings. Overall, they found students are very satisfied with the culture of the school district. Major concerns were expressed about vaping, cleanliness of bathrooms following student use, and perceived levels of stress in trying to do too much.
Recommendations for the district included focusing on Social Emotional Learning (SEL) curriculum, offering more opportunities for peer connection throughout the day, and continuing ongoing faculty training and support to teach better and different ways to relate to students. The group would like to see instructional staff as well as students more directly involved in the committee in the future so that their voices are a part of the process.
The district’s Diversity, Equity, and Inclusion Committee separated members into four subcommittees: Welcoming and Affirming Environment, Professional Learning, High Expectations and Rigorous Instruction, and Inclusive Curriculum and Assessment. One recommendation shared across all subcommittees was that the district should consider hiring someone to oversee and coordinate this work.
The Welcoming and Affirming Environment Subcommittee found that 1 in 5 students in grades 6-12 report being bullied. The group suggested the district design an anti-bullying and anti-microaggression program and implement it across all grade levels.
In the Professional Learning Subcommittee, group members recommended designating a point person to manage districtwide ongoing professional learning related to DEI. They suggested a two-tiered approach: giving all staff a base-level of training, and then providing more opportunities for those who wish to learn further. The subcommittee acknowledged that students are already leading this work within school buildings, and asked the district to highlight their efforts even more.
The High Expectations and Rigorous Instruction Subcommittee took a closer look at curriculum, assessment, and instruction. They recommended examining the long-term impact of choosing a course track in middle school, exposure to electives to broaden student horizons, and to promote greater student agency (voice and choice) in the instructional process. They also suggested integrating student goal setting and self reflection into assessment cycles and/or parent-teacher conferences to allow for more active student participation in their learning.
The Inclusive Curriculum and Assessment Subcommittee recommended the district conduct a curriculum equity audit with a DEI lens across all grade levels. They also suggested assessing curriculum maps to incorporate DEI into courses, and making sure student voices are heard as course schedules are decided. This might include breaking down traditional silos (by discipline area into a more multi-disciplinary approach) in addition to focusing on the “soft skills” (critical thinker, innovative problem-solver, literacy across the content areas, cultural competence, social-emotional competence, effective communicator, and global citizen) which are more in alignment with the NYSED’s Portrait-of-a-Graduate.
The two committees held a joint meeting at the end of the school year, where they compared recommendations and findings and looked more closely at where there were overlapping conclusions. The district would like both committees to continue their work in the 2024-25 school year.
In preparation for the upcoming school year, district officials are putting the finishing touches on a partnership with university personnel in order to begin a curriculum equity audit in all content areas. Furthermore, the district plans to continue surveying the students, their teachers, and their families in addition to expanding student voice in the teaching/learning process.