Fitness and Athletics
Integrate activity and movement into the daily routine for all students, teachers and staff.
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In addition to directly supporting LCAP Goal 8, design strategies for fitness and athletics support LCAP Goal 2 by creating “robust, rigorous learning experiences inside and outside the classroom,” and LCAP Goal 4 by making more inclusive environments in addition to supporting students’ social and emotional learning needs through daily movement and physical activity.
Future design teams must ensure all campuses have inclusive learning environments to support the mental wellness benefits of physical education and time spent outdoors. High participation in athletics relates to Social Emotional Learning (SEL) by connecting with each other in teams, student pride and developing lifelong fitness habits that lead to the ability to live balanced lives and be healthy. Studies have shown that when students spend time outdoors, they are better able to focus on academic tasks indoors.
100% of SCUSD students will graduate college and career ready with a wide array of postsecondary options and a clear postsecondary plan. Growth in Graduation Rate and College/Career Readiness will be accelerated for Students with Disabilities, English Learners, African American students, American Indian or Alaska Native students, Native Hawaiian or Pacific Islander students, Foster Youth, Homeless Youth, and other student groups with gaps in outcomes until gaps are eliminated.
Provide every SCUSD student an educational program with standards-aligned instruction, fidelity to district programs and practices, and robust, rigorous learning experiences inside and outside the classroom so that all students can meet or exceed state standards.
Provide every student the specific academic, behavioral, social-emotional, and mental and physical health supports to meet their individual needs - especially English Learners, Students with Disabilities, Foster Youth, Homeless Youth, African American students, American Indian or Alaska Native students, Native Hawaiian or Pacific Islander students, and other student groups whose outcomes indicate the greatest need – so that all students can remain fully engaged in school and access core instruction.
School and classroom learning environments will become safer, more inclusive, and more culturally competent through the active dismantling of inequitable and discriminatory systems affecting BIPOC students, Students with Disabilities, English Learners, Foster Youth, and Homeless Youth.
Parents, families, community stakeholders, and students will be engaged and empowered as partners in teaching and learning through effective communication, capacity building, and collaborative decision-making.
SCUSD will maintain sufficient instructional materials, safe and clean facilities, core classroom staffing, and other basic conditions necessary to support the effective implementation of actions across all LCAP Goals.
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