Inquiry and Experiential Learning
Helping learners understand and enjoy the world around them.
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LCAP Goals 1 and 2 require space for engaging students by providing them with learning environments that support a Culture and Climate to support the development of expert learners leading to College and Career Readiness.
Progressive learning models, such as inquiry-based learning, support the LCAP goal of providing students with a Foundational Educational Experience which introduces students to a variety of subjects and helps them think critically to solve problems. Providing the spaces needed for these Visual and Performing Arts programs is another way to support one of SCUSD's LCAP goals to prepare students for College and Career Readiness.
Inquiry-based and experiential (hands-on) learning activities have a direct relationship to movement to engage students. Students spend more time in movement-rich activities such as brainstorming with whiteboards or creating authentic pieces to display learning, and students move when they shift between activities easily and quickly. For movement, the environment must have enough flexibility to support the activities of the learning model today and into the future.
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.
