Pillar 1–7 Summaries
Pillar 1–7 Summaries
Explore the seven pillars of the SUSD Equity Action Plan for 2026–2029. Each pillar outlines district priorities, goals, and planned actions over three years. Select a pillar to read its summary or view the original Equity Action Chart.
01 Instructional Equity, Consistency, and Academic Acceleration
Focus Area
Ensuring all students have access to high-quality, consistent instruction in literacy, mathematics, and writing, with targeted support for students who need additional assistance.
Key Goals
Goal 1: Literacy Proficiency
Increase third-grade literacy proficiency for all students, including Multilingual Learners and Students with Disabilities. Use adopted curriculum, Universal Design for Learning, Amira, SIPPS, and integrated dashboards to support and monitor progress.
Goal 2: Mathematics Instruction
Strengthen high-quality K–12 mathematics instruction through Amplify Math, MidSchoolMath, and high school mathematics curriculum, with inclusive course access and measurable subgroup gains.
Goal 3: Writing Assessment
Establish consistent writing assessment and scoring practices across schools, using shared rubrics, student work samples, and collaborative grading protocols.
Three-Year Highlights
Year 1 | 2026–27
Implement adopted instructional programs, strengthen inclusive practices, establish assessment collaboration, and monitor literacy and mathematics performance.
Year 2 | 2027–28
Deepen literacy interventions, strengthen mathematics instruction, and expand consistent writing assessment practices across grade levels.
Year 3 | 2028–29
Sustain literacy equity systems, institutionalize equitable mathematics instruction, and maintain consistent, bias-aware grading practices.
Original Pillar 1 Action Chart
View all three goals, grade-span actions, and detailed implementation steps.
View Original Action Chart02 Inclusive Curriculum and Pedagogical Practices
Focus Area
Strengthening culturally and linguistically responsive instruction, Universal Design for Learning, and Multi-Tiered Systems of Supports across district schools.
Key Goals
Goal 1: Inclusive Teaching
Expand Culturally and Linguistically Responsive teaching and Universal Design for Learning across schools through coaching, staff development, and classroom implementation.
Goal 2: MTSS Implementation
Increase adoption and consistent use of the Synergy MTSS Module across all 51 SUSD sites to monitor academic and behavioral needs, support students, and strengthen early-warning systems.
Three-Year Highlights
Year 1 | 2026–27
Expand responsive teaching coaching, introduce UDL training, and increase use of the Synergy MTSS Module.
Year 2 | 2027–28
Expand coaching, build staff confidence, strengthen site data review, and reduce delays in student support.
Year 3 | 2028–29
Achieve consistent implementation of inclusive instruction and MTSS practices districtwide, including stronger Tier 1 and Tier 3 supports.
Original Pillar 2 Action Chart
Review the complete instructional practices and MTSS implementation plan.
View Original Action Chart03 Equitable Access to Programs and Opportunities
Focus Area
Removing barriers to college and career readiness, advanced coursework, Career Technical Education, and accelerated learning opportunities.
Key Goals
Goal 1: Access to Programs
Close equity gaps for English Learners and Students with Disabilities in CTE, A–G coursework, and rigorous postsecondary opportunities.
Goal 2: College Readiness
Increase A–G course completion and college readiness through early academic support, family engagement, and A–G-default placement practices.
Goal 3: Accelerated Learning
Pilot and expand universal second-grade screening to identify students for the Elementary Accelerated Learning (EAL) program.
Three-Year Highlights
Year 1 | 2026–27
Establish student support systems, strengthen A–G preparation, and pilot second-grade screening.
Year 2 | 2027–28
Improve middle-to-high-school transitions, expand equitable course placement, and extend universal screening districtwide.
Year 3 | 2028–29
Sustain equitable program enrollment, standardize college-readiness supports, and institutionalize accelerated learning screening.
Original Pillar 3 Action Chart
Review detailed actions for CTE, A–G coursework, and accelerated learning.
View Original Action Chart04 School Culture, Safety, Belonging and Well-Being
Focus Area
Creating safe, inclusive, and supportive school environments through student belonging, social-emotional learning, student voice, and restorative discipline.
Key Goals
Goal 1: Student Well-Being
Strengthen universal social-emotional learning and MTSS practices to support student connection, belonging, and access to assistance.
Goal 2: Student Voice
Monitor student belonging and connectedness through student participation, Passions, Interests, and Talents activities, and school climate feedback.
Goal 3: Restorative Discipline
Reduce suspension disparities through Positive Behavioral Interventions and Supports, restorative practices, consistent discipline procedures, and data monitoring.
Three-Year Highlights
Year 1 | 2026–27
Strengthen classroom community, SEL supports, student voice, and restorative discipline practices.
Year 2 | 2027–28
Expand SEL interventions, strengthen counseling pathways, and monitor belonging and discipline data.
Year 3 | 2028–29
Sustain SEL systems, strengthen student participation, and reduce suspension risk disparities.
Original Pillar 4 Action Chart
Review all actions related to student well-being, belonging, and school safety.
View Original Action Chart05 Workforce Diversity and Talent Development
Focus Area
Building a diverse, supported, and sustainable district workforce through recruitment partnerships, mentoring, professional development, and equitable hiring practices.
Key Goals
Goal 1: Workforce Diversity
Build partnerships with colleges, Historically Black Colleges and Universities, and Hispanic-Serving Institutions to expand diverse recruitment and teacher pathways.
Goal 2: Retention and Belonging
Improve staff retention, belonging, and career advancement through mentoring, leadership opportunities, and professional development.
Goal 3: Equitable Hiring
Establish equitable, bias-aware hiring practices as standard district operating procedures.
Three-Year Highlights
Year 1 | 2026–27
Expand recruitment partnerships, strengthen mentoring, assess staff belonging, and review hiring practices.
Year 2 | 2027–28
Build teacher pathways, expand leadership development, and provide bias-awareness training for hiring managers.
Year 3 | 2028–29
Sustain recruitment partnerships, develop local teacher pipelines, and institutionalize equitable hiring and mentoring systems.
Original Pillar 5 Action Chart
Review the district's workforce diversity and development actions.
View Original Action Chart06 Policy Coherence, Resource Allocation, and System Alignment
Focus Area
Aligning staffing, grading practices, district policies, and community school resources to support equitable student outcomes.
Key Goals
Goal 1: Equitable Staffing
Increase and retain appropriately qualified full-time equivalent staff in high-need schools to reduce reliance on emergency and short-term staffing permits.
Goal 2: Equitable Grading
Reduce disproportionate D/F rates through consistent, competency-based grading practices and professional learning across the district.
Goal 3: Community School Supports
Sustain appropriately staffed, wraparound Community Schools supports that strengthen student belonging, connectedness, and access to services.
Three-Year Highlights
Year 1 | 2026–27
Review staffing needs, establish equitable grading practices, and strengthen Community Schools support.
Year 2 | 2027–28
Improve teacher placement, expand competency-based grading, and strengthen wraparound services.
Year 3 | 2028–29
Sustain qualified staffing, institutionalize equitable grading, and maintain long-term Community Schools support systems.
Original Pillar 6 Action Chart
Review staffing, grading, and community school implementation actions.
View Original Action Chart07 Student, Family, Caregiver, and Community Empowerment
Focus Area
Increasing meaningful student, family, caregiver, and community participation in district planning, decision-making, and school improvement processes.
Key Goal
Goal 1: Meaningful Engagement
Strengthen participation in the Local Control and Accountability Plan, School Plan for Student Achievement, School Site Council, Community Advisory Committee, Parent Advisory Committee, District English Learner Advisory Committee, and school climate planning.
Three-Year Highlights
Year 1 | 2026–27
Conduct focus groups for staff, students, and families or community members across school grade spans, and expand District Parent Advisory Committee meetings.
Year 2 | 2027–28
Use feedback from focus groups to develop school family engagement plans and strengthen district advisory participation.
Year 3 | 2028–29
Fully implement school family engagement plans and continue advisory meetings to monitor and support district commitments.
Original Pillar 7 Action Chart
Review the detailed engagement activities for K–5, 6–8, and 9–12 school sites.
View Original Action ChartDownload the Complete Equity Action Plan
Access the complete Stockton Unified School District Equity Action Plan for 2026–2029, including all seven pillars, implementation strategies, and supporting information.
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